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Swarthmore
) /^ /
COLLEGE BULLETIN, 1985-86
T
he person who sees
liberal arts education
as practical looks toward
a far broader horizon.
In an era of accelerating
change , today s technical
mastery is tomorrow s
Swarthmore
C ollege Bulletin 1 9 8 5 - 1 9 8 6
Volume LXXXIII Number 1
Catalogue Issue September 1985
■ S coW tf
J4)
,63
insjn
C ontinued from fron t cover
We have the choice o f preparing our stu
dents for the next three to five years
through technical training, or for a lifetime
by teaching them how to face new situa
tions, ask new questions, and adapt again
and again to a world o f dizzying change. We
used to say: Give a man a fish and you feed
him for a day; teach him how to fish and
you feed him for a lifetime. But liberal arts
education goes beyond that, to teach him
Directions for
Correspondence
SWARTHMORE COLLEGE, SWARTHMORE, PA 19081
D a vid W . F ra s e r
President
G EN ERAL CO LLEG E POLICY
ACADEMIC POLICY
J a m e s W . England
Provost
ADMISSIONS, SCHOLARSHIPS, AND CATALOGUES
R o bert A . B a rr, J r .
Dean o f Admissions
RECORDS AND TRANSCRIPTS
Ja n e H. M u llin s
Registrar
L o re n H a rt
Vice President
FINANCIAL INFORMATION
L e w is T. C oo k, J r .
Associate Vice President—
Business Affairs
L u th e r Van U m m e rs e n
Controller
CA REER PLANNING AND PLACEM ENT
H. T h o m a s F ra n c is
Director
ALUM NI, DEVELOPMENT, AND PUBLIC RELATIONS
EQ U A L OPPORTUNITY INFORMATION
GEN ERAL INFORMATION
K e n d a ll L a n d is
Vice President
P a tric ia A . W h itm a n
Equal Opportunity Officer
M a ra ly n O rb is o n G ille s p ie
Associate Vice President
Swarthmore College does not discriminate in
education or employment on the basis o f sex,
race, color, age, religion, national origin, or
handicap. This policy is consistent with rele
vant governmental statutes and regulations,
including those pursuant to Title IX o f the
federal Education Amendments o f 1972 and
Section 5 0 4 o f 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 i n (ISSN
0 2 7 9 -9 1 3 8 ), of which this is Volume LXXXI1I,
number 1, is published in September, October,
November, January, April, and August by
Swarthmore College, Swarthmore, PA .19081.
Second-class postage paid at Swarthmore, PA
19081 and additional mailing offices. Post
master: 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 i n , Swarthmore, PA 19081.
Printed in U.S.A.
Table of Contents
CALENDAR 5
I
INTRODUCTION 8
EDUCATIONAL RESOURCES 10
ADMISSION 17
EXPENSES 20
FINANCIAL AID 21
III
COLLEGE LIFE 32
STUDENT COMMUNITY 39
IV
EDUCATIONAL PROGRAM 43
FACULTY REGULATIONS 55
DEGREE REQUIREMENTS 58
AWARDS AND PRIZES 60
FELLOWSHIPS 63
V
COURSES OF INSTRUCTION 65
Art 67
Asian Studies 74
Astronomy 76
Biology 7 8
Black Studies 85
Chemistry 87
Classics 91
Computer Science 9 6
Economics 100
Education 107
Engineering 110
English Literature 117
History 130
International Relations 140
VI
Linguistics 142
Literature 145
Mathematics 146
Medieval Studies 154
Modern Languages and Literatures 155
Music 168
Philosophy 175
Physical Education and Athletics 180
Physics 182
Political Science 188
Psychology 195
Public Policy 20 2
Religion 2 0 4
Sociology and Anthropology 2 1 0
THE CORPORATION and BOARD OF MANAGERS 219
ALUMNI ASSOCIATION OFFICERS and ALUMNI COUNCIL 223
THE FACULTY 226
ADMINISTRATION 241
VISITING EXAMINERS 250
DEGREES CONFERRED 252
AWARDS AND DISTINCTIONS 256
ENROLLMENT STATISTICS 259
INDEX 260
PLAN OF COLLEGE GROUNDS 266
DIRECTIONS FOR REACHING THE COLLEGE 268
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U
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Sat
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Sat
1
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JUNE
Fri
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Tue Wed Thu
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Sun Mon
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MAY
Sun Mon Tue Wed Thu
2
3
4
1
10
11
8
9
7
18
15
16
17
14
25
22
23
24
21
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5
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19
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16
23.
30
APRIL
Tue Wed Thu
4
11
18
25
5
12
19
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Fri
wm
MARCH
Sun Mon Tue Wed Thu
4
2
3
1
11
10
8
9
7
18
15
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14
25
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JULY
Sun Mon
5
12
19
26
6
13
20
27
Tue Wed Thu
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1
8
9
7
16
15
14
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22
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AUGUST
Sun Mon
DECEMBER
APRIL
Sun Mon
Tue Wed Thu
5
3
4
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10
11
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18
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26
25
24
NOVEMBER
MARCH
Sun Mon
Sun Mon
i
8
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OCTOBER
FEBRUARY
Sun Mon
Sat
7
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SEPTEMBER
JANUARY
6
5
12
13
•
20
19
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27
Fri
6
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AUGUST
1986
Sun Mon
Sun Mon
JULY
DECEMBER
Sun Mon
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2
8
9
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Sat
3
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FEBRUARY
Tue Wed Thu
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3
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12
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NOVEMBER
Tue Wed Thu
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6
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27
Fri
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JUNE
Tue Wed Thu
1 $ 2 : 3
9
10
8
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15
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24
22
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29
30
7
14
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JANUARY
MAY
OCTOBER
Sun Mon
1987
1986
1985
SEPTEMBER
Sun Mon Tue Wed
2
3
1
10
8
9
7
15
16
17
14
22
23
24
21
31
28
29. 30
Thu
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5
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Tue Wed Thu
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College Calendar
1985
Fall Semester
August 2 8
August 30
August 28 -September 1
August 30
August 31
September 2
October 11
Dormitories open for new students
Dormitories open for returning students
Freshman placement days
Meeting of Honors students
Registration
Classes and Seminars begin
October Holiday begins, end of last class
or seminar
October Holiday ends, 8 :3 0 a.m.
Thanksgiving vacation begins, end of last class
or seminar
Thanksgiving vacation ends, 8 :3 0 a.m.
Enrollment for spring semester
Classes end
Meeting o f Honors students
Seminars end
Midyear examinations begin
Midyear examinations end
October 2 1
November 27
December 2
December 6
December 10
December 11
December 13
December 16
December 21
1986
January 19
January 20
March 7
March 8
March 16
March 17
April 18 -20
April 28-M ay 2
May 2
May 5
May 8
May 8
May 17
May 19
May 20, 2 1 .
May 22 - 24
June 1
June 2
June 6 , 7 , 8
Spring Semester
Dormitories open 9 :0 0 a.m.
Classes and Seminars begin
Spring vacation begins, 6 :0 0 p.m.
Dormitories close 9 :0 0 a.m.
Dormitories open 9 :0 0 a.m.
Spring vacation ends, 8 :3 0 a.m.
Parents Weekend
Reading period (at option of instructor)
Classes and Seminars end
Enrollment for fall semester
W ritten Honors examinations begin
Course examinations begin
Course examinations end
W ritten Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate Day
Commencement Day
Alumni Weekend
5
College Calendar
(Tentative)
1986
Fall Semester
August 27
August 29
August 2 7 - 3 1
August 29
August 30
September 1
October 10
December 1
December 5
December 9
December 10
December 12
December 15
December 20
Dormitories open for new students
Dormitories open for returning students
Freshman placement days
Meeting o f Honors students
Registration
Classes and Seminars begin
O ctober Holiday begins, end o f last class
or seminar
October Holiday ends, 8 :3 0 a.m.
Thanksgiving vacation begins, end of last class
or seminar
Thanksgiving vacation ends, 8 :3 0 a.m.
Enrollment for spring semester
Classes end
Meeting o f Honors students
Seminars end
Midyear examinations begin
Midyear examinations end
1987
Spring Semester
October 20
November 26
January 18
January 19
March 6
March 7 |
March 15
March 16
April 27 -M ay 1
May 1
May 4
May 7
May 7
May 16
May 18
May 19 , 20
May 2 1- 2 3
May 3 1
June 1
June 5 , 6 , 7
6
Dormitories open 9 :0 0 a.m.
Classes and Seminars begin
Spring vacation begins, 6 :0 0 p.m.
Dormitories close 9 :0 0 a.m.
Dormitories open 9 :0 0 a.m.
Spring vacation ends, 8 :3 0 a.m.
Reading period (at option of instructor)
Classes and Seminars end
Enrollment for fall semester
W ritten Honors examinations begin
Course examinations begin
Course examinations end
W ritten Honors examinations end
Senior comprehensive examinations
Oral Honors examinations
Baccalaureate Day
Commencement Day
Alumni Weekend
I
Introduction to
Swarthmore College
Educational Resources
7
Introduction to
Swarthmore College
Swarthmore College, founded in 1864 by
members of the Religious Society o f Friends as
a coeducational institution, occupies a campus
o f more than 3 0 0 acres o f rolling wooded land
in and adjacent to the borough o f Swarthmore
in Delaware County, Pennsylvania. It is a small
college by deliberate policy. Its present enroll
ment is about 1 ,3 0 0 men and women students.
The borough o f Swarthmore is a residential
suburb within half an hour’s commuting
distance o f Philadelphia. College students are
able to enjoy both the advantages o f a semirural setting and the opportunities offered by
Philadelphia. The College’s location also makes
possible cooperation with three nearby institu
tions, Bryn Mawr and Haverford Colleges and
the University o f Pennsylvania.
OBJECTIVES AND PURPOSES
Swarthmore students are expected to prepare
themselves for full, balanced lives as individ
uals and as responsible citizens through exact
ing intellectual study supplemented by a varied
program o f sports and other extra-curricular
activities.
institutions, each school, college, and univer
sity 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 o f the American heritage.
The purpose o f Swarthmore College is to make
its students more valuable human beings and
more useful members o f society. W hile it
shares this purpose with other educational
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential
combined with a deep sense o f ethical and
social concern.
VARIETIES OF EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for
no two students are exactly alike. The Course
and External Examination (Honors) Programs
are designed to give recognition to this fact.
They provide alternative systems o f instruction
for students during their last two years. Both
seek to evoke the maximum effort and devel
opment from each student, the choice of
method being determined by individual pref
erence and capacity. The Honors Program, in
which Swarthmore pioneered, 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 o f study,
and maximum latitude for the development of
individual responsibility. W ithin the Course
Program, options for independent study and
interdisciplinary work offer opportunities for
exploration and development over a wide
range o f individual goals. These opportunities
typically include considerable flexibility of pro
gram choices from semester to semester, so that
academic planning may be responsive to the
emerging needs o f students.
THE RELIGIOUS TRADITION
Swarthmore College was founded by members
o f the Religious Society o f Friends. Although it
has been nonsectarian in control since the
beginning o f the present century, and although
Friends now compose a minority o f the student
body, the faculty, and the administration, the
College seeks to illuminate the lives o f its
students with the spiritual principles o f that
Society.
8
Foremost among these principles is the individ
ual’s responsibility for seeking and applying
truth, and for testing whatever truth one
believes one has found. As a way o f life,
Quakerism 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 o f life, or any
other specific set o f convictions about the
nature o f things and the duties o f human
beings. It does, however, encourage ethical and
religious concern about such matters, and
continuing examination o f any view which may
be held regarding them.
T R A D IT IO N A N D C H A N G E
A college draws strength from tradition, and
energy from the necessity o f 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 o f excellence it has sought to
maintain from its founding.
9
Educational Resources
The primary educational resources o f any
college are the quality o f its faculty and the
spirit o f 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 o f art and
literature, and permanently endowed profes
sorships, scholarships, awards, book funds and
lectureships. Their gifts to Swarthmore have
not only provided the physical plant, but also
have created an endowment fund o f approxi
mately $ 1 6 5 ,0 0 0 ,0 0 0 at market value on June
3 0 , 1985. Income from the endowment during
the academic year 1 9 84-85 contributed ap
proximately $ 5 ,2 0 0 to meet the total expense
o f educating each student and accounted for
almost 2 3 % o f the College’s educational and
general income.
The College’s ability to continue to offer a high
quality o f education at a reasonable level of
tuition depends on continuing voluntary sup
port. Swarthmore seeks additional gifts and
bequests for its current operations, its perma
nent endowment, and its capital development
programs to maintain and strengthen its re
sources. The Vice President in charge of
development will be pleased to provide in
formation about various forms o f gifts: be
quests, outright gifts o f cash or securities, real
estate or other property, and deferred gifts
through charitable remainder trusts and life
income contracts in which the donor reserves
the right to the annual income during his or her
lifetime.
LIBRARIES
The College Library is an active participant in
the instructional and research program o f the
College. It seeks to instruct students in the
effective and efficient use of the library, and to
encourage them to develop the habit o f selfeducation so that books and libraries may
contribute to their intellectual development in
future years. To this end the Library acquires
and organizes books, journals, audivisuals, and
other library materials for the use o f students
and faculty. W hile the Library’s collections are
geared primarily towards undergraduate in
struction, the demands o f student and faculty
research make necessary the provision o f
source material in quantity not usually found
in undergraduate libraries. Further needs are
met through interlibrary loan or other coop
erative arrangements. The Thomas B. and
Jeanette E. L. McCabe Library, situated on the
front campus, is the center o f the College
Library system housing reading and seminar
rooms, administrative offices, and the major
portion o f the College Library collections.
10
Total College Library holdings amount to
6 0 0 ,0 0 0 volumes with some 20,000 volumes
added annually. About 2 ,7 0 0 periodical titles
are received regularly. The Cornell Library o f
Science and Engineering (completed in 1982)
houses some 5 4 ,0 0 0 volumes. The Daniel
Underhill Music Library contains around 14,000
books and scores, 10,000 recordings and
listening equipment. Small collections o f rel
evant material are located in Sproul Obser
vatory and in the Black Cultural Center.
Special Library Collections
The Library contains certain special collec
tions: British Americana, accounts o f British
travellers in the United States; the works o f the
English poets Wordsworth and Thomson
bequeathed to the Library by Edwin H. Wells;
the W. H. Auden Collection commemorating
the English poet who taught at Swarthmore in
the mid-forties; the Bathe Collection o f the
history o f technology donated by Greville
Bathe; the Private Press Collection representing
the work of over 6 0 0 presses. The Audiovisual
Collection has a variety o f recordings on disc,
tape, and videotape. It includes contemporary
writers reading from and discussing their
works; full length versions o f Shakespearean
plays (both videocassettes and discs) and other
dramatic literature; the literature o f earlier
periods read both in modem English and in the
pronunciation o f the time; recordings of
literary programs held at Swarthmore, and
videocassettes o f U .S. and foreign film classics.
These materials are used as adjuncts to the
study o f literature, art, and history and are
housed in the McCabe Library. Their acquisi
tion is partially funded with income from the
William Plummer Potter Public Speaking Fund
(1 9 5 0 ) and the Betty Dougherty Spock ’52
Memorial Fund.
W ithin the McCabe Library building are two
special libraries which enrich the academic
background o f the College:
The Friends Historical Library, founded in 1871
by Anson Lapham, is one o f the outstanding
collections in the United States of manuscripts,
books, pamphlets, and pictures relating to the
history o f the Society o f Friends. The library is
a depository for records of Friends Meetings
belonging to Baltimore, Philadelphia, and
other Yearly Meetings. More than 3 ,2 0 0
record books, dating from the 1680’s until the
present, have been deposited. Additional rec
ords are available on microfilm. The William
Wade Hinshaw Index to Quaker Meeting
Records lists material o f genealogical interest.
Special collections include materials o f various
subjects o f Quaker concern such as abolition,
Indian rights, utopian reform, and the history
o f women’s rights. Notable among the other
holdings are the W hittier Collection (first
editions and manuscripts of John Greenleaf
W hittier, the Quaker poet), the M ott manu
scripts (over 4 0 0 autographed letters o f Lucretia M ott, antislavery and women’s rights
leader), and the Hicks manuscripts (m ore than
3 0 0 letters o f Elias Hicks, aprominent Quaker
minister). The library’s collection o f books
and pamphlets by and about Friends numbers
approximately 3 5 ,0 0 0 volumes. About 2 0 0
Quaker periodicals are currently received.
There is also an extensive collection o f photo
graphs o f meetinghouses and pictures o f repre
sentative Friends, as well as a number of oil
paintings, including two versions o f "The
Peaceable Kingdom” by Edward Hicks. It is
hoped that Friends and others will consider the
advantages o f 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 o f the peace movement. The personal
papers o f Jane Addams of Hull-House, Chicago
formed the original nucleus o f the Collection
(1 9 3 0 ). 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, John Nevin Sayre,
William Sollmann, E. Raymond W ilson, and
others, as well as the records of the American
Peace Society, A Quaker Action Group, Busi
ness Executives Move, CCCO , Fellowship of
Reconciliation, Friends Committee on National
Legislation, Lake Mohonk Conferences on
International Arbitration, National Interreli
gious Service Board for Conscientious Objec
tors, National Council for Prevention o f War,
National Council to Repeal the Draft, SANE,
W ar Resisters League, W omen’s International
League for Peace and Freedom, Women Strike
for Peace, W orld Conference of Religion for
Peace, and many others. The Peace Collection
serves as the official repository for the archives
o f many o f these organizations, incorporated
here in 7 ,0 0 0 document boxes. The Collection
also houses over 12,000 books and pamphlets
and about 2 ,0 0 0 periodical titles. Two hundred
eighty periodicals are currently received from
2 2 countries. The comprehensive Guide to the
Swarthmore College Peace Collection, published
in 1981, fully describes the archival holdings.
PHYSICAL FACILITIES
Laboratories, well-equipped for undergraduate
instruction and in most cases for research, exist
in physics, chemistry, zoology, botany, psychology, astronomy, and engineering. The
11
Educational Resources
Sproul Observatory, with its 24-inch visual
refracting telescope, is the center o f much
fundamental research in multiple star systems.
The Edward Martin Biological Laboratory
provides facilities for work in zoology, botany,
and premedical studies. The Pierre S. D uPont
Science Building provides accommodations
for chemistry, mathematics, and physics. Hicks
Hall contains the engineering laboratories,
including a computer laboratory equipped
with a D EC P D P 11/40 system with disc storage
and laboratory peripherals. Papazian Hall pro
vides facilities for work in psychology, and for
the engineering shops.
Pearson Hall contains the Paul M. Pearson
Experimental Theatre and studios for various
arts and crafts.
The Florence Wilcox Gallery for art exhibitions
is located in Room 3 0 3 on the third floor of
Beardsley Hall.
The Eugene M. and Theresa Lang Music Building,
opened in 1973, contains an auditorium seating
approximately 5 0 0 , the Daniel Underhill Music
Library, classrooms, practice and rehearsal
rooms, and an exhibition area. It is the central
facility for the program o f the Music Depart
ment and for musical activities at the College.
The Computing Center is located on the first
floor o f Beardsley Hall. A P R IM E 9 9 5 0 with
twelve megabytes o f main memory and 1 ,600
megabytes o f on-line disk storage is available to
students and faculty for instruction and re
search. Many computer languages such as APL,
BASIC, FO R TR A N , and Pascal are available,
as well as graphics, statistical, and simulation
packages and instructional programs for var
ious academic disciplines. Microcomputer and
terminal clusters are maintained in Beardsley,
Du Pont, Martin, and Trotter Halls, and also
McCabe and Cornell Libraries. Terminals mav
also be found in virtually all academic de
partments. Some departments also have micro
computers, and the Engineering Department
has a D EC PDP 1 1 /4 0 and three A PO LLO
graphics workstations. A P R IM E Information
7 5 0 and a P R IM E 2 2 5 0 are used for the
College’s administrative data processing In
addition, through ED U N ET, an international
computer network, faculty and students have
access to computing facilities at a number of
major research institutions such as Stanford
and M IT for special projects and research.
The Center for Social and Policy Studies in Trotter
Hall serves as a laboratory for the social
sciences. The Center has a social science data
archive available for empirical research on
social and policy issues, and it provides
statistical consulting for faculty and students.
The Center also supports the concentration in
Public Policy through its physical facilities,
data archives and program o f events.
The Language Laboratory in Martin Hall was
newly installed in 1 982. It provides stations for
27 students and has equipment for both audio
and video instruction.
SPECIAL FUNDS AND LECTURESHIPS
The William J. Cooper Foundation provides a
varied program o f lectures and concerts which
enriches the academic work o f the College. The
Foundation was established by William J.
Cooper, a devoted friend o f the College, whose
wife, Emma Mcllvain Cooper, served as a
member o f the Board of Managers from 1882
to 1923. Mr. Cooper bequeathed to the College
the sum o f $ 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
12
may be broadened by a closer acquaintance
with matters o f world interest.” Admission to
all programs is without charge.
The Cooper Foundation Committee works
with the departments and with student organi
zations in arranging single lectures and con
certs, and also in bringing to the College
speakers o f note who remain in residence for a
long enough period to enter into the life o f the
community. Some o f these speakers have been
invited with the understanding that their
lectures should be published under the aus
pices o f the Foundation. This arrangement has
so far produced eighteen volumes.
Educational Resources
The Arthur Hoyt Scott Horticultural Foundation.
About three hundred twenty-five acres are
contained in the College property, including a
large tract o f woodland and the valley o f Crum
Creek. Much o f this tract has been developed
as a horticultural and botanical collection of
trees, shrubs, and herbaceous plants through
the provisions o f the Arthur Hoyt Scott
Horticultural Foundation, established in 1929
by M rs. Arthur H oyt Scott and Owen and
Margaret Moon as a memorial to Arthur Hoyt
Scott o f the Class o f 1895. The plant collections
are designed both to afford examples o f the
better kinds o f trees and shrubs which are
hardy in the climate o f Eastern Pennsylvania
and suitable for planting by the average
gardener, and to beautify the campus. All
collections are labeled and recorded. There are
exceptionally fine displays o f hollies, Japanese
cherries, flowering crab apples, magnolias, and
tree peonies, and a great variety o f lilacs,
rhododendrons, azaleas, and daffodils. Many
interested donors have contributed generously
to the collections.
The Foundation conducts applied research on
ornamental plants, and serves as a test site for
two plant evaluation programs: the Styer
Award o f Garden Merit through the Pennsyl
vania Horticultural Society and the Plant
Introduction scheme o f the University of
British Columbia Botanic Garden.
The Foundation offers horticultural educa
tional programs to the general public and an
extracurricular course in horticulture to
Swarthmore students. These workshops, lec
tures, and classes are designed to cover many
facets o f the science/art called gardening.
Tours are conducted throughout the year for
college people and interested public groups.
Aiding the Foundation’s staff, in all o f its
efforts, are the "Associates of the Scott Horti
cultural Foundation.” This organization pro
vides not only financial support but also
assistance in carrying out the myriad operations
which make up the Foundation’s total program,
such as plant propagation, public lectures, and
bus tours to other gardens. The Associates’
newsletter, Hybrid, serves to publicize their
activities and provides up-to-date information
on seasonal gardening topics.
The Barnard Fund was established in 1964 by
two graduates o f the College, Mr. and Mrs.
Boyd T. Barnard o f Rosemont, Pennsylvania.
The fund has been augmented by the 50-year
class gifts from the classes o f 1917 and 1919,
and other friends. The income from the fund
may be used for any activity that contributes to
the advancement o f music at the College. It has
been used, for example, for concerts on the
campus, for the purchase of vocal and orches
tral scores and other musical literature, and to
provide scholarships for students in the Depart
ment o f Music who show unusual promise as
instrumentalists or vocalists.
The Gene D. Overstreet Memorial Fund, given by
friends in memory o f Gene D. Overstreet
(1924 -1 9 6 5 ), a member of the Political Science
Department, 1957-1964, provides income to
bring a visiting expert to the campus to discuss
problems o f developing or modernizing nations
and cultures.
The Benjamin West Lecture, made possible by
gifts from members o f the class o f 1905 and
other friends of the College, is given annually
on some phase o f art. It is the outgrowth o f the
Benjamin W est Society which built up a
collection o f paintings, drawings, and prints,
which are exhibited, as space permits, in the
college buildings. The lecture owes its name to
the American artist, who was born in a house
which stands on the campus and who became
president of the Royal Academy.
The Swarthmore Chapter o f Sigma Xi lecture series
brings eminent scientists to the campus under
its auspices throughout the year. Local mem
bers present colloquia on their own research.
The Lee Frank Memorial Art Fund, endowed by
the family and friends o f Lee Frank, Class of
1921, sponsors each year a special event in the
A rt Department: a visiting lecturer or artist, a
scholar or artist in residence, or a special
exhibit.
The Marjorie Heilman Visiting Artist Fund was
established by M. Grant Heilman, Class of
1941, in memory of Marjorie Heilman to
stimulate interest in art, particularly the prac
tice o f art, on campus.
The Suzanne Belkin Memorial Reading, estab
lished by her family in memory o f Suzanne
Belkin, Class o f 1978, makes possible an
annual appearance on campus o f a distin
guished writer.
13
Endowed Professorships
The Edmund Allen Professorship o f Chemistry was
established in 1 9 3 8 by a trust set up by his
daughter Laura Allen, friend o f the college and
cousin o f Manager Rachel Hillborn.
The Albert L. and Edna Poumall Buffington
Professorship was established by a bequest from
Albert Buffington, Class o f 1 8 9 6 , in 1 9 6 4 , in
honor o f his wife, Edna Pownall Buffington,
Class of 1898.
Centennial Chairs. Three professorships, un
restricted as to field, were created in 1964 in
honor of Swarthmore’s Centennial from funds
raised during the Centennial Fund Campaign.
The Isaac H. Clothier Professorship o f History and
International Relations was created in 1888 by
Isaac H. Clothier, member o f the Board of
Managers. Originally in the field of Civil and
Mechanical Engineering, he later approved its
being a chair in Latin, and in 1912 he approved
its present designation.
The Isaac H. Clothier, Jr., Professorship o f Biology
was established by Isaac H. Clothier, Jr. as a
tribute o f gratitude and esteem for Dr. Spencer
Trotter, Professor o f Biology, 1 8 8 8 -1 9 2 6 .
The Morris L. Clothier Professorship o f Physics
was established by Morris L. Clothier, Class of
1890, in 1 905.
The Julien and Virginia Cornell Visiting Profes
sorship was endowed by Julien Cornell ’3 0,
member, and Virginia Stratton Cornell ’3 0,
former member o f the Board o f Managers, to
bring professors and lecturers from other
nations and cultures for a semester or a year.
Since 1 9 6 2 , from every corner o f the world,
Cornell professors and their families have
resided on the campus sp that they might
deepen the perspective of both students and
faculty.
The Alexander Griswold Cummins Professorship
o f English Literature was established in 1911 in
honor o f Alexander Griswold Cummins, Class
o f 1 8 8 9 , by Morris L. Clothier, Class o f 1890.
The Howard N. and A da J. Eavenson Professor
ship in Engineering was established in 1 9 5 9 by a
trust bequest o f Mrs. Eavenson, whose hus
band graduated in 1 895.
14
The Howard M. and Charles F. Jenkins Professor
ship o f Quaker History and Research was en
dowed in 1 9 2 4 by Charles F. Jenkins, Hon. ’2 6
and member o f the Board o f Managers, bn
behalf o f the family o f Howard M. Jenkins,
member o f the Board o f Managers, to increase
the usefulness o f the Friends Historical Library
and to stimulate interest in American and
Colonial history with special reference to
Pennsylvania. The fund was added to over the
years through the efforts o f the Jenkins family,
and by a 1 9 7 6 bequest from C. Marshall Taylor
’0 4.
The W illiam R. Kenan, Jr. Professorship was
established in 1973 by a grant from the
William R. Kenan, Jr. Charitable Trust to
"support and encourage a scholar-teacher
whose enthusiasm for learning, commitment to
teaching and sincere personal interest in stu
dents will enhance the learning process and
make an effective contribution to the under
graduate community.”
The Eugene M. Lang Research Professorship,
established in 1981 by Eugene M. Lang ’3 8,
member of the Board o f Managers, normally
rotates every four years among members o f the
Swarthmore faculty and includes one year
devoted entirely to research, study, enrichment
or writing. It carries an annual discretionary
grant for research expenses, books and mate
rials.
The Eugene M. Lang Visiting Professorship,
endowed in 1981 by Eugene M. Lang ’3 8 ,
brings to Swarthmore College for a period of
one semester to three years an outstanding
social scientist or other suitably qualified
person who has achieved prominence and
special recognition in the area o f significant
social change.
The Susan W. Lippincott Professorship o f French
was endowed in 1911 through a bequest from
Susan W . Lippincott, member o f the Board of
Managers, a contribution from her niece
Caroline Lippincott, Class o f 1 881, and gifts by
other family members.
The Edward Hicks Magill Professorship o f Mathe
matics and Astronomy was created in 1888
largely by contributions o f interested friends of
Edward H. Magill, President o f the College
1 8 7 2 -1 8 8 9 , and a bequest from John M.
George.
The Charles and Harriet Cox McDowell Professor
ship o f Philosophy and Religion was established in
1 9 5 2 by Harriet Cox McDowell, Class o f 1887
and member o f the Board of Managers, in her
name and that o f her husband, Dr. Charles
McDowell, Class of 1877.
The Richter Professorship o f Political Science was
established in 1 9 6 2 by a bequest from Max
Richter at the suggestion o f his friend and
attorney, Charles Segal, father o f Robert L.
Segal ’4 6 and Andrew Segal ’50.
devoted service and wise counsel o f Henry C.
Turner, Class o f 1893 and member o f the
Board o f Managers, and his brother J. Archer
Turner, Class of 1905 and member o f the
Board o f Managers.
The Daniel Underhill Professorship o f Music was
established in 1 9 7 6 by a bequest from Bertha
Underhill to honor her husband, Class o f 1894
and member of the Board o f Managers.
The Joseph Wharton Professorship o f Political
Economy was endowed by a trust given to the
College in 1888 by Joseph W harton, President
of the Board of Managers.
The Henry C. and J. Archer Turner Professorship
o f Engineering was established with their con
The Isaiah V. Williamson Professorship o f Civil
and Mechanical Engineering was endowed in
tributions and gifts from members o f the
Turner family in 1 9 4 6 in recognition o f the
1888 by a gift from Isaiah V. Williamson.
15
Il
Admission
Expenses
16
Financial Aid
Admission
Inquiries concerning admission and applications should be addressed to the Dean o f
Admissions, Swarthmore College, Swarthmore,
Pennsylvania 19081.
GENERAL STATEMENT
In the selection o f students, the College seeks
those qualities of character, social responsibil
ity, 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 o f distinction in the
quality o f 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 realiza
tion o f the purpose o f the College.
It is the policy o f the College to have the
student body represent not only different parts
o f 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 o f members o f the Society of
Friends.
Admission to the freshman class is normally
based upon the satisfactory completion o f a
four-year secondary school program. Under
some circumstances, students who have vir
tually completed the normal four-year program
in three years will be considered for admission,
provided they meet the competition o f 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 princi
pal, headmaster, or guidance counselor, and
from two teachers.
3. Scores in the Scholastic Aptitude Test and
in three Achievement Tests o f 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 o f
character, piumise o f growth, initiative, ser
iousness o f purpose, distinction in personal
and extra-curricular interests, and a sense of
social responsibility. The College values the
diversity which varied interests and back
grounds 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 school advisers. In general,
however, preparation should include:
1. Accurate and effective use o f the English
language in reading, writing, and speaking.
2. Comprehension and application o f the
principles of mathematics.
3. The strongest possible command o f one or
two foreign languages. The College encour
ages 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 o f the three groups is
recommended.
Those planning to major in engineering should
present work in chemistry, physics, and four
years o f mathematics including algebra, geo
metry, and trigonometry.
17
Admission
APPLICATIONS AND EXAMINATIONS
Application to the College may be submitted
through one of three plans: Regular Admission,
Fall Early Decision, or W inter Early Decision.
Applicants follow the same procedures, submit
the same supporting materials, and are evalu
ated by the same criteria under each plan.
Regular Admission
The Regular Admission plan is designed for
those candidates who wish to keep open several
different options for their undergraduate edu
cation throughout the admissions process.
Applications under this plan will be accepted at
any time up to the February 1 deadline.
Candidates reply date
The two Early Decision plans are designed for
candidates who have thoroughly and thought
fully investigated Swarthmore and other col
leges and found Swarthmore to be an unequivo
cal first choice. The W inter Early Decision plan
differs from the Fall Early Decision plan only in
recognizing that some candidates may arrive at
a final choice o f 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 Swarthmore;
however, one benefit o f the Early Decision
plans is the reduction o f cost, effort, and
anxiety inherent in multiple application proce
dures.
Application under any o f the three plans must
be accompanied by a non-refundable applica
tion fee of $ 3 0 . Timetables for the three plans
are:
F all Early Decision
Closing date for applications
Final date for all
supporting materials
Notification o f candidate
November 15
November 3 0
on or before
December 15
Winter Early Decision
Closing date for applications
Final date for all
supporting materials
Notification o f candidate
18
January 1
January 15
on or before
February 1
Closing date for applications
Final date for all
supporting materials
Notification o f candidate
February 1
February 15
on or before
April 15
May 1
Any Early Decision candidate not accepted
through either the Fall or W inter will be
reconsidered without prejudice among the
Regular Admission candidates.
All applicants for first-year admission must
take the Scholastic Aptitude Test and three
Achievement Tests given by the College En
trance Examination Board. English Composi
tion is required, and the other two Achieve
ment Tests should be selected from two
different fields. Applicants for Engineering
must take one Achievement Test in Mathe
matics.
Application to take these tests should be made
directly to the College Entrance Examination
Board, Box 5 9 2 , Princeton, New Jersey 0 8 5 4 0 .
A bulletin o f information may be obtained
without charge from the Board. Students who
wish to be examined in any o f the following
western states, provinces, and Pacific areas —
Alaska, Arizona, California, Colorado, Hawaii,
Idaho, Montana, Nevada, New Mexico, O re
gon, Utah, Washington, Wyoming, Alberta,
British Columbia, Manitoba, Saskatchewan,
Mexico, Australia, and all Pacific Islands
including Formosa and Japan — 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 o f candidates
for scholarships. All applicants who would like
to be considered for any o f our scholarships
should complete their applications at the
earliest possible date. Information concerning
financial aid will be found on pages 21-31.
THE INTERVIEW
An admissions interview with a representative
o f 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 a
meeting with an alumni representative in their
own area. Interviews with alumni representa-
tives take longer to arrange than interviews on
campus. Applicants must make alumni inter
view arrangements well in advance o f the final
dates for receipt o f supporting materials.
Arrangements for on-campus or alumni inter
views can be made by writing the Office of
Admissions or calling 215-447-7300.
ADVANCED PLACEMENT
Freshmen may apply for advanced standing or
placement in particular courses if they have
taken college level courses and the Advanced
Placement Tests o f the College Entrance Exam
ination 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.
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.
Those freshmen who wish to have courses
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.
Four semesters of study at Swarthmore College
constitute the minimum requirement for a
degree, two o f which must be those o f 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
announced by June 1. Application for transfer
at mid-year must be received by November 15.
Financial assistance is available for transfer
students.
See page 3 6 for information on withdrawal and readmission for health reasons.
* Directions for reaching the College can be
found inside the back cover o f this catalogue.
19
Expenses
STUDENT CHARGES
Total charges for the 19 8 5 -8 6 academic year
(two semesters) are as follows:
Tuition
Room
Board
Student Activities Fee
$ 1 0 ,0 8 0
1 ,940
1 ,940
________ 140
$ 1 4 ,1 0 0
These are the only charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items.
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 room and
board will be made; but, if a student is away
only for a part o f a semester the above charges
may be made on a pro rata basis.
The regular College tuition covers the normal
program o f four courses per term as well as
variations o f 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 ( $ 1 ,2 6 0 ) or half course
($ 6 3 0 ), although they may within the regular
tuition, vary their programs to average as many
as five courses in the two semesters o f any
academic year. College policy does not permit
programs o f fewer than three courses for
degree candidates in their first eight semesters
o f enrollment.
PAYMENT POLICY
A deposit o f $ 1 0 0 , due before enrollment for
each semester, is required o f all new and
continuing students. This is credited against
the College bill. Semester bills are mailed on
July 15 and December 16. Payment for the first
semester is due by August 12 and for the
second semester by January 13. A late fee may
be assessed on payments received after the due
date.
Many parents have indicated a preference to
pay college charges on a monthly basis rather
than in two installments. For this reason,
Swarthmore offers the AMS Budget Plan,
which provides for payment in installments
without interest charges. Information on the
AMS Budget Plan is mailed to all parents in
April.
WITHDRAWAL POLICY
Total charges will be reduced for students who,
for reasons approved by the Dean, withdraw
on or after the first day o f classes.
Tuition, fees, and room charges will be reduced
as follows:
Prior to the 2nd week o f classes
Prior to the 3rd week o f classes
Prior to the 4th week o f classes
80%
60%
40%
Prior to the 5th week o f classes
None thereafter.
Board charges will be reduced by $ 5 0 for each
week the student is absent from the dining
room.
No refund o f the $ 1 0 0 deposit is made in the
event o f withdrawal.
INQUIRIES
All correspondence regarding payment o f
student charges should be addressed to :
20
20%
Margaret A. Thompson, Bursar,
Financial Aid
The College strives to make it possible for all
students who are admitted to attend Swarthmore, regardless o f their financial circumstances, and to enable them to complete their
education when financial reversals take place.
Forty-seven percent of the total student body
currently receive aid from the College. Most
financial aid awarded by the College is based
upon demonstrated financial need and is
usually a combination of grant, loan, and
student employment.
A prospective student must apply for College
as well as outside assistance at the time of
application for admission: admission and finan
cial aid decisions are, however, made separately.
Instructions for obtaining and filing a Financial
Aid Form , the required aid application, with
the College Scholarship Service are included on
the admissions application. Financial assistance
will be offered if family resources are not
sufficient to meet College costs. The amount a
family is expected to contribute is determined
by weighing the family’s income and assets
against such demands as taxes, living expenses,
medical expenses, and siblings’ tuition ex
penses. It also includes the expectation of
$ 9 0 0 - $ 1 ,0 0 0 from the student’s summer
earnings as well as a portion o f his or her
personal savings and assets.
For 1 9 8 5 -8 6 the College bill, which includes
tuition, room and board, a comprehensive fee
and the health insurance fee, will be $ 1 4 ,1 0 0 .
This Comprehensive fee covers not only the
usual student services — health, library, labora
tory fees, for example — but admission to all
social, cultural, and athletic events on campus.
The total budget figure against which aid is
computed is $ 1 5 ,1 0 0 . This allows $ 1 ,0 0 0 for
books and personal expenses. A travel allow
ance is added to the budget for those who live
beyond 100 miles from the College.
An admitted student seeking aid must submit
to the Finanical Aid Office a photocopy o f the
parents’ most recent federal income tax return.
W hen a student receives financial aid from a
source other than the College, the student’s
need for our support is decreased, and so the
College subtracts the amount o f that financial
aid from the Swarthmore award. This equitable
distribution o f total available resources enables
the College to assist additional students. Thus,
the amount o f financial aid a student may
expect to receive from the College is determined
by other grants received as well as by the an
ticipated family contribution.
In keeping with the policy of basing financial
aid upon need, the College reviews each
student’s award annually. Mid-year each stu
dent who has aid must submit a new financial
aid application for the next academic year. A
student’s aid is not withdrawn unless need is no
longer demonstrated. Assistance is available
only for the duration of a normal length
undergraduate program (8 semesters) and
while a student makes satisfactory academic
progress. Students who choose to live off
campus may not receive College assistance in
excess o f their College bill, although the cost of
living off campus will be recognized in the
calculation o f a student’s financial need and
outside sources o f aid may be used to help meet
off-campus living costs.
Students who have not previously received
financial aid may apply if special circumstances
have arisen. A student who marries may
continue to apply for aid, but a contribution
from the parents is expected equal to the
contribution made were the student single.
GRANTS
For the academic year 1 9 8 5 -8 6 the College
awarded almost $ 4 ,0 0 0 ,0 0 0 in grants. About
one half o f that sum was provided through the
generosity o f alumni and friends by special gifts
and the endowed scholarships listed on pp.
2 3 -3 1 . The Federal government also makes Pell
Grants and Supplemental Educational Oppor
tunity Grants available. It is not necessary to
apply for a specific College scholarship; the
College 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
o f awarding aid makes it possible to meet need
without regard to these restrictions. Financial
need is a requirement for all scholarships unless
otherwise indicated.
21
Financial Aid
LOAN FUNDS
Long-term, low-interest loan funds with gen
erous repayment terms combine with Swarthmore’s program o f grants to enable the College
to meet the needs o f each student. Although
most offers o f support from the College
include elements o f self-help (work and bor
rowing opportunities), the College strives to
keep a student’s debt at a manageable level.
Aided students will be expected to meet a
portion o f their demonstrated need (from
$ 8 0 0 to about $ 1 ,9 0 0 ) through the National
Direct Student Loan (ND SL), the Swarthmore
College Loan ( SCL), or the Guaranteed Student
Loan (G SL) Programs. (Aid applicants need
not request consideration for these loans since
the College will determine which source is
appropriate for the student.) Each o f these
programs allows the borrower to delay repay
ment until after leaving school, and each allows
deferment o f the debt if the borrower goes on
to graduate school. U p to 10 years may be
taken to repay NDSL, SCL, or GSL Loans. No
separate application is needed for the NDSL or
SCL loans since the College administers these
funds. G SL applications must be initiated by
the student with the lender, the student’s local
bank. Interest on these loans (5% for the NDSL
and SCL loans and 8 % for GSL loans) does not
accrue for an enrolled student although interest
does accrue on the unpaid balance once the
student is no longer in school.
Students whose families do not receive College
support may wish to borrow to help meet
College expenses. The GSL and the PLUS loan
programs are available for this purpose.
M ost students whose family income does not
exceed $ 7 5 ,0 0 0 will be allowed to borrow up
to $ 2 ,5 0 0 per year through the GSL Program
(up to $ 1 2 ,5 0 0 for the full undegraduate
program). Parents may borrow up to $ 3 ,0 0 0
per year through the PLUS Loan Program.
Although a 10-yeat repayment schedule is
possible for the PLU S Loan, repayment must
begin soon after the lender (the student’s local
bank) disburses the funds. The PLUS Loan
currently carries a 12 % interest rate.
The Swarthmore Family Loan (SFL ), available
to credit-worthy Swarthmore parents, provides
up to $ 5 ,0 0 0 per year at a variable rate (91-day
T . Bill plus 3 % ). Repayment begins soon after
the loan is arranged. Parents who borrow
$ 2 0 ,0 0 0 through the SFL Program will be
asked to repay $ 2 2 5 per month for 10 years.
Students who would like more information
about these loan programs should read our
Financial Aid Brochure.
The College also maintains special loan funds
which are listed below:
The Class o f 1916 Loan Fund
The Class o f 1920 Loan Fund
The Class o f 1936 Loan Fund
The Class o f 1937 Loan Fund
The John A. Miller Loan Fund
The Paul M. Pearson Loan Fund
The Thatcher Family Loan Fund
The Ellis D. Williams Fund
The Swarthmore College Student Loan Fund
The Joseph W. Conard Memorial Fund, estab
lished by friends o f 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.
STUDENT EMPLOYMENT
Student employment on the Swarthmore cam
pus 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 placements can be arranged when
students arrive in the fall. On-campus rates of
pay run from $ 3 .3 5 to $ 3 .5 5 per hour. Students
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receiving financial aid are usually offered the
opportunity to earn up to $ 8 0 0 during the year
and are given hiring priority, but there are
usually jobs available for others who wish
employment.
The Student Employment Office publicizes
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 (m ost aided
students), off-campus placements in public or
private, non-profit agencies in the local or
Philadelphia area can be arranged through the
Financial Aid Office during the academic year
or nation-wide during the summer. Among
suitable agencies are hospitals, schools, muse
ums, social service agencies and local, state or
federal government agencies.
Swarthmore College
National and Regional Scholarships
On occasion Swarthmore College awards fouryear National Scholarships to the outstanding
men and women entering the freshman class.
The awards are made to those candidates who,
in the opinion o f Committee of Award, rank
highest in scholarship, leadership, character,
and personality. The amount of the annual
award varies from $ 3 ,0 0 0 , the minimum
stipend, or enough to cover all expenses,
depending on the financial need of the winner.
Other Scholarships
(Financial need is a requirement for all scholarships unless otherwise indicated.
No separate application is needed.)
The Aetna Life and Casualty Foundation Scholar
ship provides assistance to qualified students
ate connection between the Armington family
and Swarthmore College.
with financial need.
The Frank and Marie Aydelotte Scholarship is
awarded to a new student who shows promise
of distinguished intellectual attainment based
upon sound character and effective personality.
TTie award is made in honor of Frank Aydelotte,
President of the College from 1921-1940, and
originator o f the Honors program at Swarth
more, and o f Marie Osgood Aydelotte, his
wife.
The Lisa P. Albert Scholarship is awarded to a
young man or woman on the basis o f scholar
ship and need with preference given to those
with a demonstrated interest in the humanities.
The Vivian B. Allen Foundation provides schol
arship aid to enable foreign students to attend
Swarthmore College, as part o f the Founda
tion’s interest in the international exchange of
students.
T he Jonathan Leigh Altman Scholarship, given in
memory o f this member o f the Class of 1974 by
Shing-mei P. Altman ’7 6 , is awarded to a junior
who has a strong interest in the studio arts. It is
held during the senior year. The recipient may
apply for up to $ 2,000 for a fellowship in art to
be carried out during the summer between the
junior and senior year, with the balance of
funds available to be used during the academic
year, or postgraduately.
The Evenor Armington Scholarship is given each
year to a worthy student with financial need in
recognition o f the long-standing and affection
The W. Herman Barcus Scholarship Fund was
established in 1982 in memory o f W . Herman
Barcus, Class of 1927. It is awarded to a
meritorious student who has financial need.
The Philip H. Barley Memorial Scholarship,
established in memory o f Philip H. Barley, ’66 ,
by his family and friends and the Class o f 1966,
which he served as president, provides financial
assistance for a junior or senior who has
demonstrated outstanding leadership qualities
at Swarthmore.
The Boyd and Ruth Barnard Fund Grants are
awarded by the Department of Music to stu
dents at the College who show unusual promise
23
Financial Aid
as instrumentalists or vocalists and who need
help to pay for private instruction.
The Franklin E. Barr, Jr. '48 Scholarship is
awarded to a freshman student who has broad
academic and extracurricular interests and who
shows promise o f developing these abilities for
the betterment o f society. This scholarship is
based on need and is renewable for four years.
The Belville Scholarship has been endowed in
memory o f Robert Chambers Belville and
Margaret Klein Belville. It is awarded annually
to an incoming student o f particular promise
and is renewable for his or her years at Swarthmore.
The Curtis Bok Scholarship was established in
the College’s Centennial Year 1964 in honor of
the late Philadelphia attorney, author and
jurist, who was a Quaker and honorary
alumnus o f Swarthmore. The scholarship is
assigned annually to a junior or senior whose
qualities o f 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 o f study, and from any part o f 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 o f leadership and has demon
strated through past performance his eagerness
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. W ard T. Bower in
memory o f their son, Class o f ’4 2 , is awarded
annually to a man or woman student who ranks
high in scholarship, character, and personality.
The Daniel Walter Brenner Memorial Scholarship,
established by family and friends in memory of
Daniel W . Brenner, Class o f 1974, is awarded to
a senior majoring in biology who is distin
guished for scholarship and an interest in plant
ecology, or wildlife preservation, or animal
behavior research. The recipient is chosen with
the approval o f biology and classics faculty.
The Leon Willard Briggs Scholarship was estab
24
lished by a bequest o f Ina Carey Diller in honor
o f Leon Willard Briggs ’17, to be awarded to
worthy engineering students with financial
need. In the event there are no engineering
students who need the scholarships, they shall
be awarded to students engaged primarily in the
study o f classics and belles lettres.
T he John S. Brod ’^ Scholarship is awarded to a
deserving student on the basis o f merit and
financial need.
The Robert C. Brooks Scholarship was established
as a memorial to Professor Brooks by a number
his former students. It is available to a major in
Political o f Science in the junior or senior year.
The Edna Pownall Buffington Fund was estab
lished 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 concen
trating their studies in the field o f 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 w ork. Awards are made to
students in any o f the four classes.
The Chi Omega Scholarship provides an award
annually to a member o f the freshman class.
Preference is given to daughters or sons of
members o f the fraternity.
The Susan P. Cobbs Scholarship, established in
1977 through a bequest by Susan P. Cobbs,
Dean Emerita o f Swarthmore, is awarded to a
junior or senior student majoring in some
branch o f the Classics. The recipient is desig
nated by the Classics Department.
The Cochran Memorial Scholarship was estab
lished by a bequest o f Marie Cochran in
memory o f the Cochran family. It is given
annually to a student matriculating at Swarth
more College.
The Sarah Antrim Cole Scholarship was founded
by her parents in memory o f Sarah Antrim
Cole o f the Class o f 1934. Preference is given to
a graduate o f the Worthington High School,
Worthington, Ohio.
The Charles A. Collins Scholarship Fund is
awarded every year to a deserving student who
is in need o f 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 o f 1922 is awarded to a freshman man
or woman. Selection will place emphasis on
character, personality and ability.
The Theodore and Elizabeth Friend Scholarship is
established as an expression o f respect and
appreciation by Board members and others
who have been associated with them in the
service o f Swarthmore College. The scholar
ship will be awarded each year on the basis of
need to a worthy student.
The Stephanie Cooley '70 Scholarship, established
The Joyce Mertz Gilmore Scholarship is awarded
to an entering freshman, and may be renewed
for each o f 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 estab
lished in 1976 by Harold Mertz ’2 6 in memory
o f Joyce Mertz Gilmore, who was a member of
the class of 1951.
in loving memory by her parents, is awarded on
the basis o f financial need to a worthy student
from Kifissia, Greece.
The David S. Cowden Scholarship was estab
lished by Professor David S. Cowden, Class of
1942, who taught English Literature at Swarthmore from 1949 until his death in May 1983. It
is awarded on the basis o f financial need.
The Ellsworth F. Curtin Memorial Scholarship
was established by Margaretta Cope Curtin,
Class of 1918, in memory o f her husband, Class
of 1916, to benefit an engineering student with
financial need.
The Marion L. Dannenberg Scholarship is awarded
to a freshman student with financial need who
ranks high in personality, character and schol
arship. This endowment is in memory of Mrs.
Dannenberg who was mother and grandmother
of six students who attended Swarthmore.
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
o f Francis W . D ’Olier o f the Class o f 1907, is
awarded to a freshman. Selection will place
emphasis on character, personality and ability.
The Howard S. and Gertrude P. Evans Scholarship
Fund provides scholarships for worthy stu
dents, preference being given to students with
highest scholarship from high schools o f
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, finan
cia l n e e d , c h a r a c t e r an d q u a litie s o f
leadership. The scholarship is renewable for
qualified students. These scholarships were
named in a bequest by Mrs. Elsa G. Giele
Ervien in honor o f her husband, J. Horace
Ervien, B.S. ’0 3 , C .E . ’10.
The Barbara Entenberg Gimbel Scholarship Fund
was endowed in memory of Barbara Entenberg
Gimbel ’3 9 by her husband, Dr. Nicholas S.
Gimbel. The scholarship is awarded on the
basis o f need to a worthy student, with pref
erence to a black Candidate.
The Mary Lippincott Griscom Scholarship is given
to a woman student with financial need, who
ranks high in character, personality and schol
arship. Preference is given to a member of the
Society of Friends.
The Stella and Charles Guttman Foundation
Scholarships were established in 196^1 by a grant
from the Foundation to provide scholarships
to defray all or part o f the cost o f tuition and
fees for students who require financial assis
tance. Preference is given to students o f recog
nized ability who have completed two academic
years o f college and who are contemplating
graduate or professional study. The scholar
ships are renewable for a second year.
The J. Philip Herrmann Scholarship is awarded to
an entering freshman on the basis o f merit and
need and is renewable annually to graduation.
This award was established by Katharine F.
Herrmann T 4 and by Margaret Herrmann Ball
’2 4 in honor o f their father.
The A . Price Heusner Scholarship, given by his
family in memory o f A . Price Heusner, Class of
1932, is awarded to an upperclassman from the
Middle W est. Preference is given to a premedical student. Consideration is given to the
candidate’s character, demonstrated concern
for the welfare o f others, and participation in
25
Financial Aid
team activities, as well as academic standing.
The Rachel W. Hillbom Scholarship was founded
by Anne Hillborn Philips of the Class o f 1892
in memory o f 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 international government agency, the American
Friends Service Committee, or similar activi
ties.
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 mem
bers of the Society o f Friends.
The Carl R. Horten ’47 Scholarship was created
by the Ingersoll-Rand Company. Preference in
the awarding is given to students planning to
major in engineering or pre-law.
The Richard Humphreys Fund Scholarship pro
vides assistance to a student (o r students) of
African descent.
The Everett L. Hunt Scholarship, endowed by the
Class o f 1937 in the name o f its beloved
emeritus professor and dean, provides an un
restricted scholarship to be awarded annually
by the College.
The Betty P. Hunter Scholarship Fund. Betty P.
Hunter, Class of 1 9 48, one o f the first Black
students to attend Swarthmore College, estab
lished this fund through a bequest " to provide
scholarship aid to needy students.”
The Aaron B. Ivins Scholarship is awarded
annually to a young man o f the graduating class
o f Friends Central School, Overbrook, Phila
delphia. This scholarship is awarded by the
faculty o f Friends Central School, and is subject
to the approval o f 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.
The Howard Cooper Johnson Scholarship, estab
lished by Howard Cooper Johnson ’9 6 , is
awarded on the basis of all-around achievement
to a male undergraduate who is a member o f the
Society o f Friends.
26
The Richard Kahn Scholarship is given in mem
ory o f Richard G. Kahn ’45 by his wife.
K appa Alpha Theta Scholarship, established by
Kappa Alpha Theta Fraternity at Swarthmore,
is awarded annually to a woman student.
The K appa Kappa Gamma Scholarship provides
an award to a member o f the freshman class,
renewable each year. Preference is given to a
relative o f members o f the fraternity.
The Kennedy Scholarship is given in honor of the
parents and with thanks to the children of
Christopher and Jane Kennedy. The scholar
ship is awarded on the basis o f need and merit
and is renewable for four years.
The Paul and Mary Jane Kopsch Scholarship
Fund, established through a gift o f Paul J.
Kopsch o f the Class o f ’4 6 , is awarded each year
to a junior premedical student(s) with financial
need. The scholarship is renewable in the
senior year.
The Jessie Stevenson Kovalenko Scholarship Fund,
the gift o f Michel Kovalenko in memory o f 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 estab
lished 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 o f the Class o f 1895. The
College in granting this scholarship gives pref
erence to qualified candidates who are des
cendants o f Amand and Margaret W hite
Lafore.
The Barbara Lang Scholarship is awarded to a
student in the junior class whose major is in the
arts, preferably in music, who ranks high in
scholarship and has financial need. It is
renewable in the senior year. This scholarship
was established by Eugene M. Lang ’3 8 in
honor o f his sister.
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 o f full grants up to the
amount o f 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 ,0 0 0 and for a $ 2 ,0 0 0 fellowship for gradu
ate study. The program is made possible by the
gift o f Eugene M. Lang ’38.
The Ida and Daniel Lang Scholarship established
by their son, Eugene M. Lang o f the Class of
1938, provides financial assistance for a man or
woman who ranks high in scholarship, charac
ter and personality.
The E. H ibberd Lawrence Scholarship provides
for a scholarship to an incoming freshman man
or woman who ranks high in scholarship,
character, and personality.
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 o f the Class o f 1914 at Swarthmore
College, was offered for the first time in 1950.
This scholarship is in honor o f a former
distinguished Professor of Engineering and,
therefore, students who plan to major in engi
neering are given preference. An award is made
annually.
The Christian R. and Mary E Lindback Founda
tion Scholarship is awarded to deserving stu
dents from the States o f Pennsylvania, New
Jersey, Delaware or Maryland.
The Long Island Quarterly Meeting, N.Y., Schol
arship, 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 David Laurent Low Memorial Scholarship,
established by Martin L. Low, Class o f 1 940,
his wife, Alice, Andy Low, Class o f 1 9 7 3 , and
Kathy Low in memory of their son and brother,
is awarded to a man or woman who gives the
great promise that David himself did. The
award assumes both need and academic ex
cellence, and places emphasis, in order, on
qualities o f leadership, a concern for others,
character a n d /o r outstanding and unusual
promise. The scholarship is awarded to a
freshman and is renewable for the undergrad
uate years.
The Clara B. Marshall Scholarship, established
by the will o f D r. Clara B. Marshall, is awarded
to a woman at Swarthmore College with pref
erence given to descendants of her grandfathers,
Abram Marshall or Mahlon Phillips.
The Edward Martin Scholarships, established by
a bequest o f Edward Martin, friend o f Swarth
more 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 o f Biology.
The Dorothy Maynor Scholarship, established by
the Hearst Foundation, is awarded to a student
from the Harlem School of the Arts in honor of
its founder. It provides a grant for the full
amount o f need and for music lessons. The
awardee will be nominated by the Harlem
School o f the Arts and selected by Swarthmore
College on the basis o f all-around qualifica
tions.
The Thomas B. McCabe Achievement Awards,
established by Thomas B. McCabe ’15, are
awarded to entering students from the Delmarva Peninsula, and Delaware County, Penn
sylvania, who give promise o f leadership. In
making selections, the Committee places em
phasis on ability, character, personality, and
service to school and community. These awards
provide a minimum annual grant of tuition, or
a maximum to cover tuition, fees, room and
board, depending on need. Candidates for the
McCabe Awards must apply for admission to
the College by January 15.
The Peter Mertz Scholarship is awarded to an
entering freshman outstanding in mental and
physical vigor, who shows promise o f spending
these talents for the good of the college com
munity and o f the larger community outside.
The award was established in 1955 by Harold,
LuEsther and Joyce Mertz in memory o f Peter
Mertz, who was a member o f the class o f 1957.
It is renewable for the undergraduate years.
The James E. Miller Scholarship. Under the will
27
Financial Aid
o f Arabella M. Miller, funds are available
annually for students from Delaware County
(with preference for residents o f Nether Prov
idence Township).
The Margaret Moore Scholarship Fund provides
scholarships to foreign students with a prefer
ence given to students o f South Asian origin.
The Florence Eising Naumburg Scholarship, named
in 1975 in honor o f the mother o f an alumna of
the Class o f 1943, is awarded to a student
whose past performance gives evidence of
intellectual attainment, leadership, and charac
ter, and who shows potential for future intellec
tual growth, creativity, and scholarship, and for
being a contributor to the College and ulti
mately to society.
The John H. Nixon Scholarship was established
by John H. Nixon, Class o f ’3 5 , to assist Third
W orld students, especially those who plan to
return to their country o f origin.
The Howard Osborn Scholarships, established by
Howard Osborn in memory o f his mother and
father, Viola L. Osborn and Frank Osborn, are
awarded to worthy students o f good character
who maintain satisfactory grades and who
require financial assistance.
The Harriet W. Paiste Fund provides a scholar
ship for a young woman who is a member of the
Society o f Friends (Philadephia Yearly Meet
ing)The Rogers Palmer Scholarships, established in
1973 by Rogers Palmer o f the Class o f 1926, are
awarded to members o f the freshman class who
show promise o f leadership and who have need
o f financial assistance. The scholarships are
renewable for a total o f four years at the
discretion o f the College.
The T. H. Dudley Perkins Memorial Scholarship is
awarded annually to an entering freshman on
the basis o f qualities o f 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, charac
ter and personality and who has need for
financial assistance.
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The Anthony Beekman Pool Scholarship. This
scholarship is awarded to an incoming fresh
man man o f promise and intellectual curiosity.
It is given in memory of Tony Pool o f the Class
of 1959.
The Presser Foundation Scholarship is awarded
annually to one or more students, selected by
the President and the Department o f Music,
who plan to become teachers o f music.
The Mary Coates Preston Scholarship Fund. A
sum o f money has been left by the will of
Elizabeth Coates, the annual interest o f which
provides a scholarship to a young woman
student in Swarthmore College. Preference is
given to a relative o f the donor.
The Robert Pyle Scholarship was established by
his sisters, Margery Pyle and Ellen Pyle Groff,
in memory o f Robert Pyle o f the Class of 1897
and for many years a member o f the Board of
Managers. Applicants who show promise of
intellectual attainment based upon sound char
acter and effective personality and who reside
in Chester County are given preference.
The Ranuiy-Chandra and Niyomsit Scholarships
are given by Renoo Suvarnist ’47 in memory of
his parents. They are given in alternate years:
the Ruruay-Chandra Scholarship to a woman
for her senior year, and the Niyomsit Scholar
ship to a man for his senior year, who has high
academic standing and real need for financial
aid. Preference is given to a candidate who has
divorced or deceased parents or a deceased
mother or father.
The Fred C. and Jessie M. Reynolds Scholarship
Fund, created through a testamentary gift of
Jean Reynolds ’3 2 , is awarded each year to a
worthy student based on need.
The Lily Tily Richards Scholarship, established
by Peirce L. Richards, Jr., in memory o f 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 o f his or her interests
and talents during the college years. Qualities
o f intellectual promise as well as potential for
service are sought in making this appointment.
The Byron T. Roberts Scholarship, endowed by
his family in memory of Byron T. Roberts, ’12,
is awarded annually to an incoming student and
is renewable for his or her years o f study at
Swarthmore.
The Louis N. Robinson Scholarship was estab
lished during the College’s Centennial year by
the family and friends o f 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 demon
strated interest and ability in the study of
Economics is chosen for this award.
The Alexis Rosenberg Scholarship Fund, estab
lished by The Alexis Rosenberg Foundation,
provides aid for a freshman student. It is
awarded annually to a worthy student who
could not attend the College without such
assistance.
The Edith A . Runge Scholarship Fund, estab
lished by the will of Edith A. Runge of the Class
of 1938, provides assistance annually to stu
dents who have need of financial aid.
The David Barker Rushmore Scholarship, estab
lished in honor o f David Barker Rushmore,
Class of 1894, by his niece Dorothea Rushmore
Egan ’2 4 , 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 inter
ests, however, will not be excluded from con
sideration. Awarded in honor o f Katharine
Scherman, of the Class of 1938, it is renewable
for the full period o f undergraduate study.
The W illiam 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 o f the
Rhodes Scholarships. Preference will be given
to men who are residents o f Abington Town
ship, including Jenkintown and Glenside,
Montgomery County, Pennsylvania.
The Clinton G. Shafer Scholarship endowed by
his family in memory o f Clinton G. Shafer, of
the Class o f 1951, is awarded to students
interested in engineering and physical science.
The committee in making its selection con
siders character, personality and leadership.
The Annie Shoemaker Scholarship is granted
annually to a young woman of the graduating
class o f Friends Central School, Overbrook,
Philadelphia. This scholarship is awarded by
the faculty o f Friends Central School, and is
subject to the approval o f Swarthmore College.
The Sarah W. Shreiner Scholarship, given in
loving memory by her daughter, Leah S. Leeds
of the Class o f 1927, is awarded annually to a
woman who ranks high in scholarship, charac
ter and personality.
The William C. and Barbara Tipping Sieck
Scholarship is awarded annually to a student
showing distinction in academics, leadership
qualities and extra-curricular activities and
who indicates an interest in a career in business.
The Nancy Baxter Skallerup Scholarship, estab
lished by her husband and children, is awarded
to an incoming freshman with financial need. It
is renewable for up to four years.
The W illiam W. Slocum, Jr. Scholarship fund
established in 1981 by a member of the Class of
1943 is awarded to a deserving student on the
basis o f merit and need.
The W. W. Smith Charitable Trust provides
scholarships to students who qualify on the
basis of need and merit.
The Cindy Solomon Memorial Scholarship is
awarded by preference to a young woman in
need o f financial assistance, and who has
special talent in poetry or other creative and
imaginative fields.
The Babette S. Spiegel Scholarship Award, given
in memory o f Babette S. Spiegel, Class o f 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 o f English determines those eligi
ble.
The Harry E. Sprogell Scholarship was established
in 1981 in memory of Harry E. Sprogell ’3 2 ,
and in honor o f his class’s 50th reunion. It is
awarded to a junior or senior with financial
need who has a special interest in law or music.
29
Financial Aid
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, outstanding in initiative and scholar
ship, who demonstrate a particular interest in
American pre-Revolutionary W ar History. This
scholarship honors Clarence K. Streit, author
o f Union Now: A Proposal For An Atlantic
Federal Union o f the Free, whose seminal ideas
were made public in three Cooper Foundation
lectures at Swarthmore.
The Katharine Bennett Tappen, Class o f 1931 ,
Memorial Scholarship, established in 1980 is
awarded to a freshman student. The scholar
ship is renewable for four years at the dis
cretion o f the College. Preference is given to a
resident o f the Delmarva Peninsula.
The Newton E. Tarble Award, established by
Newton E. Tarble o f the Class o f 1913, is
granted to a freshman man who gives promise
o f leadership, ranks high in scholarship, char
acter and personality, and resides west o f the
Mississippi River or south o f Springfield in the
State o f Illinois.
The Jonathan K. Taylor Scholarship, in accor
dance with the donor’s will, is awarded by the
Board o f Trustees o f the Baltimore Monthly
Meeting o f Friends. First preference is to
descendants of Jonathan K. Taylor; then to
members o f the Baltimore Yearly Meeting of
Friends; then to others.
The Phebe Anna Thom e Fund provides an
income for scholarships for students whose
previous work has demonstrated their earnest
ness and ability. This gift includes a clause of
preference to those students who are members
o f the New York Monthly Meeting o f Friends.
The Titus Scholarships established by the will of
Georgians Titus o f the Class o f 1898 are to
young awarded women in order that they may
pursue their studies in the College.
The Audrey Friedman Troy Scholarship, estab
lished by her husband, Melvin B. Troy ’4 8 , is
awarded to a freshman man or woman. The
scholarship is renewable for four years at the
discretion o f the College. In awarding the
scholarship, prime consideration is given to the
ability o f the prospective scholar to profit from
a Swarthmore education, and to be a contribu
tor to the College and ultimately to society.
30
The Daniel Underhill Scholarship was estab
lished by a bequest from Edward Clarkson
W ilson ’91, and a gift from Daniel Underhill
’9 4 , in memory o f this member o f the first
Board o f Managers. The award is made at the
discretion o f the College.
The W illiam Hilles Ward Scholarships, in mem
ory o f William Hilles Ward o f 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 Stanley and Corinne Weithom Scholarship
Fund was established to provide financial
assistance on the basis of need and merit.
The Barclay and Edith Lewis White Scholarship is
awarded annually by the Music Department to
a student o f 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 o f Mr. W illets’ children, Frederick
Willets, Edward Willets, Walter Willets, and
Caroline W . Frame.
The I. V. Williamson Scholarship. Preference is
given to graduates o f 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 W ilson, ’91, formerly Prin
cipal o f the Baltimore Friends School. It is
awarded each year to a former student o f the
Baltimore Friends School, who has been ap
proved by the faculty o f the school, on the basis
o f high character and high standing in scholar
ship.
The Elmer L. Winkler Scholarship Fund, estab
lished in 1 9 8 0 by a member o f the class of
1 9 5 2 , is awarded annually to a deserving
student on the basis o f merit and need.
The Letitia M. Wolverton Scholarship Fund, given
by Letitia M. W olverton o f the Class o f 1913,
provides scholarships for members o f the junior
and senior classes who have proved to be
capable students and have need for financial
assistance to com plete 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 Roselynd Atherholt Wood ’23 Fund provides
a scholarship for a young man or woman with
financial need who is distinguished for intel
lectual promise as well as potential for service.
The Michael M. and Zelma K. Wynn Scholarship
was established in 1983 by Kenneth R. W ynn
’7 3 in honor of his mother and father. It is
awarded annually to a student on the basis of
need and merit.
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 Chemical Bank
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 Class o f 1925 Scholarship Fund
The Class o f 1956 Scholarship Fund
The William Dorsey Scholarship Fund
The George Ellsler Scholarship Fund
The Joseph E. Gillingham Fund
The Thomas L. Leedom Scholarship Fund
The Sarah E. Lippincott Scholarship Fund
The David L. Price Scholarship
The Reader’s Digest Foundation Endowed
Scholarship Fund
The Mark E. Reeves Scholarship Fund
The Caroline Shero Scholarship Fund
The Frank Solomon Memorial Scholarship
Fund
The Mary Sproul Scholarship Fund
The Helen Squier Scholarship Fund
The Walter Frederick Sims Scholarship Fund
The Helen G. Stafford 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
31
Ill
College Life
32
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 dormitories, 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
Twelve residence halls, ranging in capacity
from 21 to 2 3 5 students, offer a diversity of
housing styles. These dormitories include:
Woolman House; Dana and Hallowell Halls,
which were opened in 1967; the upper floors in
the wings of Parrish Hall; W harton Hall,
named in honor of its donor, Joseph W harton,
at one time President o f the Board of Managers;
Palmer, Pittinger, and Roberts Halls on South
Chester Road; one building on the Mary Lyon
School property; W orth Hall, the gift of
William P. and J. Sharpies W orth, as a
memorial to their parents; Willets Hall, made
possible largely by a bequest from Phebe
Seaman, and named in honor o f her mother
and aunts; and Mertz Hall, the gift of Harold
and Esther Mertz.
About eighty percent o f dormitory areas are
designated as coeducational 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 twentyfour-hour visitation.
New students are assigned to rooms by the
Deans. Efforts are made to follow the prefer
ences indicated, and to accommodate special
needs, such as physical handicaps. Other
students choose their room s 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,
Resident Assistants, selected from the junior
and senior classes, are assigned to each of the
dormitory sections.
Dormitories remain open during October and
Thanksgiving breaks but are closed to student
occupancy during Christmas and Spring vaca
tions. Students enrolled for the fall semester
only are expected to vacate their dormitory
rooms within twenty-four hours after their last
scheduled examination. Freshmen, sopho
mores, 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 o f all
students, not all special requirements can be
accommodated; permission to reside off cam
pus will be extended to any student not able to
participate in the board plan. The dining hall is
closed during the Christmas and Spring vaca
tions.
33
College Life
SOCIAL CENTERS
Tarble Social Center
Through the generosity o f Newton E. Tarble of
the Class o f 1913, the building which formerly
housed the College Library was completely
renovated and, since 1967, has served as the
College’s Social Center. Currently under reconstruction, it includes recreational facilities,
a lounge, and a snack bar. Under the leadership
of a Director o f Student Activities and student
co-directors, many major social activities (par
ties, concerts, plays, etc.) are held in Tarble.
The Club, a student-run coffeehouse, is tem
porarily housed in Sharpies II.
Other Centers
The Alice Paul Women's Center, housed in
Sharpies I, was established to draw all women
o f the Sw arth m ore com m unity together
through common concerns. The Center, which
serves faculty, students, faculty wives, staff and
alumnae, maintains a library of resource books,
pamphlets and periodicals, provides information, and sponsors a variety o f programs,
lectures, discussions and symposia for all
members o f the college community about
issues relating to women.
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 o f black students, faculty, and
administrators. Programs planned by the Cen
ter are open to all members o f the College
community.
There are three fraternities at Swarthmore;
Delta Upsilon and Phi Sigma Kappa are
affiliated with national organizations, while Phi
Omicron Psi is a local association. Fraternities
are adjuncts to the college social program and
maintain separate lodges on campus. The
lodges do not contain dormitory accommoda
tions or eating facilities. New members are
pledged during 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 o f the fraternities.
RELIGIOUS LIFE
Religious life at the College is a matter of
individual choice, as is consistent with Quaker
principles. The Society o f Friends is committed
to the belief that religion is best expressed in the
quality o f everyday living. There are accord
ingly no compulsory religious exercises. Stu
dents are encouraged to attend the churches of
their choice. Seven churches are located in the
borough o f Swarthmore; other churches and
synagogues may be found in the nearby towns
o f M orton, 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 o f the Bible and
the exploration o f common concerns o f reli
gion. They include: The Christian Fellowship
and Charitas, both Christian groups; Young
Friends, Ruach (Jewish Collective), Newman
Club, and Ba’hai.
STUDENT SERVICES
Health and Psychological Services
The W orth Health Center, a gift o f the W orth
family in memory of William Penn W orth and
34
Caroline Hallowell W orth, houses offices for
the college physicians and nurses, outpatient
treatment facilities, offices of the Psychological
Services director and staff, and rooms for
students who require in-patient care. Registered
nurses are on duty under the direction o f the
college physicians.
illness. Ordinary medicines are furnished with
out cost, but a charge is made for special
medicines, certain immunization procedures
and laboratory tests, and transportation when
necessary to local hospitals.
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.
The medical facilities o f the College are
available to students injured in athletic activ
ities or otherwise, but the College cannot
assume additional financial responsibility for
medical and surgical expenses arising from
accidents. Insurance coverage for all students
participating in athletics, however, is included
in the mandatory health insurance package as is
supplementary coverage for all accident in
juries.
As a part o f 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
requirements o f the Physical Education De
partment, although adaptive programs are
offered.
Each student is allowed ten days in-patient care
in the Health Center per term without charge
unless the services o f a special nurse are
required. After ten days, a charge of $ 5 .0 0 per
day is made. Students suffering from a com
municable disease or from illness which makes
it necessary for them to remain in bed must stay
in the Health Center for the period o f their
A program o f psychological counseling services
for students with personal or emotional prob
lems is coordinated by a director, who also sees
students for individual or group consultations.
The director and the staff o f psychological
counselors hold office hours by appointment
each week, and a consulting psychiatrist is
available as necessary. Brief psychotherapy
within the limits o f available time will be given
to students without charge. In instances where
longer treatment is indicated, the student will
be referred to an outside psychiatrist or
psychologist.
Special educational seminars and workshops
on issues o f concern to the entire college
community are also sponsored by the coun
selors, usually with the support o f 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 mem
bers of the college’s supportive staff.
Student Advising
Each freshman is assigned to a faculty member
who acts as course adviser until this responsi
bility falls to the chairman of the student’s
major department at the end o f the sophomore
year. Requests for a change o f advisor should be
addressed to the Dean and will be freely
granted, subject only to equity in the number of
advisees assigned to individual faculty mem
bers.
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 prob-
35
College Life
lems o f academic adjustment, study skills and
reading proficiency. In addition, aptitude and
interest tests may be given on request.
Career Planning and Placement
The Office o f Career Planning and Placement
helps students evaluate themselves and their
goals in order to plan future career and life style
alternatives. Individual counseling sessions and
group workshops are conducted to facilitate
this planning.
The programs are open to students in all classes
and are developmental in nature. W orkshops
are designed to help students expand their
career options through exploration o f their
values, skills, interests, abilities, and exp ert
ences. SIGI (Educational Testing Service’s
System of Interactive Guidance Information), a
computerized source o f extensive career information, is available as well.
Sophomore and junior students in particular
are encouraged to test options by participating
in the Extern Program. This program provides
on-site experience in a variety o f career fields
by pairing students with an alum nus/a to work
on a mutually planned task during one or more
weeks o f vacation. Career exploration and
experiential education is also encouraged during
summer internships and jobs, during a semester
o r year off, and during the school year.
Assistance is provided in helping students
locate and secure appropriate jobs, internships,
and volunteer opportunities, and efforts are
made to help students learn the most they can
from these experiences.
Additional help is provided through career
information panels, on-site field trips, work
shops on topics such as resume writing and
cover letter writing, interviewing skills, and job
search techniques. The office cooperates with
the Alumni Office, the Alumni Association,
and the Parents Council to help put students in
touch with a wide network o f people that can
be o f assistance to them. The Career Resources
Library includes many publications concerning
all stages o f the job search process. The office
hosts on-campus recruiting by representatives
from business, industry, government, non
profit organizations, and graduate and profes
sional schools. Notices o f job vacancies are
collected, posted, and included in the office’s
newsletter. Credential files are compiled for
interested students and alumni to be sent to
prospective employers and graduate admissions
committees.
Academic Support
Academic support services include individual
tutorial services; special review sections, at
tached to introductory courses in the natural
sciences; a mathematics lab; an expository
writing workshop; and a pre-freshman Summer
Program for selected entering students which is
sponsored conjointly with Haverford and Bryn
Mawr Colleges. These academic services are
overseen by the Deans and a faculty committee
in cooperation with the academic departments.
No fees are required.
Withdrawal and Readmission for Health Reasons
Students may withdraw voluntarily because of
health problems. W here health problems o f a
physical or psychological nature substantially
interfere with a student’s academic perform
ance or safety, or the safety o f others, the
student may be withdrawn at the discretion of
36
the College. The College reserves the right to
require withdrawal when, in the judgment of
either the Director o f Health Services or the
Director of Psychological Services, a student’s
functioning is impaired or in jeopardy.
A student who has withdrawn for health
reasons may apply for readmission. Although
application for readmission may be made at any
time, the College expects that ordinarily re
admission will not be effective except at the
beginning of a semester.
A student applying to the College for readmis
sion must provide evidence from his or her
physician or psychotherapist o f increased abil
ity to function academically or of decreased
hazard to health or safety. After such evidence
has been provided, the student will ordinarily
be required to be evaluated in person by a
physician employed by the College Health
Services an d /o r the Director of Psychological
Services, as appropriate. Recommendations
for readmission are made to the Dean o f the
College, who makes the final decision.
ALUMNI OFFICE AND PUBLICATIONS
Alumni Relations acts as the channel o f com
munication between the College and its alumni,
enabling them to maintain an on-going rela
tionship with each other. Some of the office’s
programs and activities include Alumni Day in
the spring, Homecoming Day in the fall, Swarthmore Today, alumni gatherings off campus all
over the country, alumni travel tours, and
special events such as centennial celebrations.
It also plans the annual Parents’ Day/Student
Arts Festival. The Alumni Office hires students
as events intern, vocational intern, and intern
for minority affairs each year to help coordinate
these various programs. Students also work as
staff for most o f the campus events.
The Alumni Office also works closely with the
Rapport and Support Committee o f Student
Council, a liaison group which promotes
understanding between students and alumni
and supports the College in whatever ways
seem appropriate. The annual Oktoberfest
weekend originated in the Rapport and Sup
port Committee. The Alumni Office also helps
officers of the senior class plan special events.
Every other year the Alumni Office and the
Office o f Career Planning and Placement spon
sor a Career Day at which students meet alumni
to exchange career and graduate school infor
mation.
The Alumni Office gives staff support to the
Alumni Association, which celebrated its 100th
anniversary in 1 9 81-82, and to the Alumni
Council, the 42-person elected governing body
o f the Alumni Association.
There are 14,661 alumni: 7 ,6 0 9 men, 7 ,0 5 2
women, and 2 ,12 2 married to each other, giving
substance to the traditional appelation for the
College o f "Q uaker M atchbox.” The College
defines an alum nus/a as anyone who has
completed one semester.
College Publications
All alumni, parents of students, seniors, fac
ulty, and staff receive the quarterly Alumni
Bulletin free of charge, and it is made available
to all students. Other complimentary publica
tions sent to alumni, parents, and friends are an
annual engagement calendar, the President’s and
Treasurer’s Report, and the quarterly Garnet
Letter.
PUBLIC RELATIONS
The Public Relations Office works with the
print and broadcasting media to provide news
and information about the College to the
public in neighboring communities, in the
Philadelphia tri-state area, and throughout the
nation. It responds to requests from the media
for information on a variety o f subjects by
calling on the resources and expertise of the
faculty and professional staff. The Public
Relations Office prepares two publications: On
Campus, a schedule of activities at the College
that monthly are open to the public, distributed
37
College Life
on request to more than 2,000 households in
the Philadelphia area, and the Weekly News, a
38
newsletter of events and announcements distributed to faculty, staff, and students.
Student Community
Student Conduct
Students who choose Swarthmore as their
college should understand that they are accept
ing social and academic standards which, while
subject to periodic review, are essential to the
well-being o f the community. In general, the life
o f students should be governed by good taste
and accepted practice rather than elaborate
rules. Certain regulations, however, are of
particular importance and are listed below.
1. The possession and use of alcoholic bever
ages 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
o f a physician and knowledge o f the Deans
subjects a student to possible suspension or
expulsion.
3. The use or possession of firearms or other
dangerous weapons is not permitted. Fire
crackers or other explosives are prohibited.
The setting of fires outside o f restricted areas is
a serious offense, as is tampering with fire
alarms or fire prevention equipment.
4. The participation by any student in any
disruption or interference with the orderly
programs, functions, or conduct o f College
activities of any kind is a serious offense.
5. Occupants o f residence halls are expected to
show consideration for other residents. Stu
dents are held responsible for the behavior of
visiting guests.
6 . No undergraduate may maintain an auto
mobile while enrolled at the College without
the perm ission o f the C ar Authorization
Committee, a student-faculty group. This per
mission is not extended to freshmen. Day
students may use cars for commuting to Col
lege, but special arrangements for stickers must
be made for campus parking. More detailed
information may be obtained from the Office
o f the Deans.
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 whatso
ever for such exclusion.
Ju d icial Bodies
There are two judicial committees with distinct
jurisdictions. The Student Judiciary Committee,
elected by the entire student body, acts on cases
o f alleged violations o f students’ rules and
campus regulations except as they fall within
the sphere o f the College Judiciary Committee.
The College Judiciary Committee is composed of
student, faculty, and administration members.
It has primary jurisdiction over cases that may
involve academic dishonesty. It also acts upon
cases referred by or appealed from the Student
Judiciary Committee. A more complete de
scription of the judicial system is available from
the Office o f the Dean.
Student Council
The semi-annually elected Student Council
represents the entire undergraduate commu
nity and is the chief body o f student govern
ment. Its efforts are directed toward coordina
tion o f student activities and the expression of
student opinion.
Committees o f the Council include the Ap
pointments Committee, which selects qualified
applicants for student positions on student/
39
Student Community
faculty/administration committees, Board of
Managers committees, and student committees;
the Budget Committee, which regulates distri-
bution o f funds to student groups, and the
Elections Committee, which supervises proce
dures in campus elections.
S ocial C om m ittee
An extensive program of social activities is
managed by the Social Committee which is
appointed by the Appointment Committee.
The program is designed to appeal to a wide
variety of interests and is open to all students.
There is no charge for Social Committee
functions and for most other campus events.
EXTRACURRICULAR ACTIVITIES
In addition to the foregoing organizations,
Swarthmore students have an opportunity to
participate in a program o f extracurricular
activities wide enough to meet every kind of
interest. There are dozens o f formal and in-
formal 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.
T h e Studio Arts Program
The Studio Arts Program, administered by the
Department of A rt, is an academic program.
The Department, however, encourages that
students organize and carry out independent
extracurricular activities with or without the
supervision o f its staff, and provides assistance
and advice as requested. There are in existence
at present the following student-organized
groups in art: Photography Club, Student Art
Association, Griffin, and Student Life Drawing
Class. There are looms, now unused, for those
interested in forming a weaving club. The
Griffin, in Parrish Hall, and W ilcox Gallery, in
Beardsley Hall, often display student work.
M usic
The Department o f Music administers and
staffs several performing organizations. The
College Chorus, directed by Peter Gram Swing,
rehearses three hours per week. The College
Singers, a select small chorus drawn from the
membership o f the Chorus and conducted by
Ann McNamee, rehearses an additional two
hours per week. The College Orchestra, directed by Geoffrey Michaels, rehearses twice a
week. The Chamber Orchestra, directed by
James Freeman, gives two concerts each semes
ter; its rehearsals closely precede the concerts
and its members are drawn from The College
Orchestra. The Department each year sponsors
a Concerto Competition, open to all Swarthmore College students. Auditions for the
competition are normally held the first Thurs-
40
day after winter vacation. The winner performs
later with the Orchestra. The W ind Ensemble,
which rehearses one night weekly and gives two
major concerts each year in addition to several
outdoor performances, is under the direction
o f Gerald Levinson. The Early Music Ensemble,
directed by Karen Meyers, meets each week
and gives several concerts during the year.
Instrumentalists and singers can also participate
in the chamber music coaching program coor
dinated by Dorothy Freeman. The Orchestra
(Chamber Orchestra) and Chorus (Singers)
both require auditions for membership. Several
student chamber music concerts (in which all
interested students have an opportunity to
perform) are given each semester. These con
certs also provide an opportunity for student
composers to have their works performed. The
Swarthmore College String Quartet, composed
o f four top-notch student string players who
also serve as principal players in the College
Orchestra and Chamber Orchestra, performs
ffequendy at the College and at other institu
tions.
Practice and performance facilities in the Lang
Music Building include sixteen practice rooms
(each with at least one piano), a concert and a
rehearsal hall (each with its own concert
grand), one organ, two harpsichords, and an
electronic studio. The Daniel Underhill Music
Library has excellent collections of scores,
books, and records.
The William J. Cooper Foundation presents a
distinguished group o f concerts each year on
the campus. The Music Department adminis
ters a separate series of public concerts.
Beginning in 1985, the Swarthmore Music and
Dance Festival will take place on campus
during the first three weeks of the fall semester.
It presents concerts, master classes, and sym
posia, focusing on contemporary American
works performed and discussed by eminent
artists.
Dance
The Swarthmore College Dancers perform
public concerts with works choreographed by
students, the dance faculty, and other pro
fessional 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 residencies.
The Department of Physical Education and
Athletics sponsors a coeducational perform
ance group in Folk Dance.
Drama
Professor Lee Devin is Director o f The Theatre.
He supervises the drama program, which in
cludes course work, workshops with guest
directors, invited speakers, and a number of
student-directed projects each semester. Inter
ested 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 o f sports. W ithin the
In te r e s t
limits of finance, personnel, and facilities, the
College feels that it is desirable to have as many
students as possible competing on its inter
collegiate or club teams, or in intramural
sports. Faculty members serve as advisers for
several o f the varsity athletic teams. They work
closely with the teams, attending practices and
many o f the scheduled contests.
Clubs
There are a great variety o f special interest
clubs, listed more fully in the Student Handbook.
Since the interests o f our students change
frequently, new clubs are often formed by
student groups.
41
Student Community
Publications an d M edia
The Phoenix, the weekly College newspaper,
and W SR N , the campus radio station, are both
completely student-run organizations. In addi
tion, there are a variety o f other student
publications, including literary magazines,
newsletters, and an alternative magazine; The
current list can be found in the Handbook.
OUTREACH PROGRAMS
Sw arthmore C ollege U pw ard Bound
The Upward Bound Program at Swarthmore
College, begun in 1964 and continued with
Federal support, is intended to provide simultaneously a valuable experience for Swarthmore students and a service to members of
surrounding communities. It offers both a six-
week residential summer school in which
Swarthmore students may serve as counselors,
and a series o f activities during the academic
year in which Swarthmore students serve as
tutors. The program is administered by Edwin
A. Collins, Project Director.
Chester Internship Program
Swarthmore students may work as volunteers
or paid Interns in community agencies that
rehabilitate housing, provide legal assistance,
and improve the standard o f living for lowincome residents in Chester, Pa., a nearby city.
42
The program was begun by students in 1983
and is now overseen by Cynthia Jetter, C o
ordinator, and a committee o f faculty mem
bers, alumni, and Chester community leaders.
IV
Educational Program
Awards and Prizes
Faculty Regulations
Fellowships
Degree Requirements
43
Educational Program
GENERAL STATEMENT
Swarthmore College offers the degree o f Bache
lor o f Arts and the degree o f 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 o f resident
study are normally required for a Bachelor’s
degree (see page 5 8 ), but variation in this term,
particularly as a result o f Advanced Placement
credit, is possible (see page 19).
The selection o f a program will depend upon
the student’s interests and vocational plans.
The purpose o f 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 individ
uals. A liberal education is concerned with the
cultural inheritance o f the past, with the
cultivation o f moral, spiritual, and aesthetic
values, with the development o f analytical
abilities. Intellectually it aims to enhance
resourcefulness, serious curiosity, open-minded
ness, perspective, logical coherence, insight,
discrimination.
One comprehensive review o f Swarthmore’s
curriculum (Critique o f a College, 1967) sug
gested two principles for a liberal education.
"O n e is the principle o f Depth. To make the
most o f a liberal education, each student must
go far enough into some subjects to give him a
genuine mastery o f 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 o f subordinate principles or
phenomena. . . . The other principle is that of
Diversity. To make the most o f 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 o f 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 liberal
education . . . perception o f the relevance of
one part o f learning to another, even across the
44
boundaries o f fields and subjects (and) . . .
perception o f the relevance o f learning to the
exigencies o f life.. . .” To these two principles
the study added that the curriculum should aim
to encourage resourcefulness and self-reliance
and develop the personal conditions o f intellec
tual progress by placing substantial responsi
bility upon the student for his or her education,
amply allowing individuality o f programs and
requiring important choices about the com
position o f programs. "W h at we are pro
posing,” the study concluded, "is a curriculum
that leans rather sharply toward specialized di
versity, and away from uniform generality.. . .
O ur emphasis is on serious encounters with
special topics and problems at a comparatively
high level o f competence, and on student
programs that reflect individual constellations
of diversified interests.”
Accordingly, the Swarthmore curriculum re
quires o f 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 o f the
conditions o f mastery. These ends o f a liberal
education are reflected in requirements for
distribution and for the major.
During the first half o f their college program all
students are expected to satisfy some if not all
o f 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 o f 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 o f 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 candi
date concentrates on two or three fields, the
major and one or more minors; studies are
intensive and will occupy three-fourths o f 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. A t the close o f the senior
year, the Honors candidate takes a series o f six
examinations given by visiting examiners.
A student in the Course program has wider
freedom o f election and normally takes four
courses or their equivalent in each o f the last
four semesters. Before the end of the senior
year, students are required to pass a compre
hensive examination given by the major depart
ment. 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 111. Courses outside the
technical fields are distributed over all four
years.
The course advisors of freshmen and sopho
mores are members o f the faculty appointed by
the Dean. For juniors and seniors the advisors
are the chairs o f their major departments or
their representatives.
PROGRAM FOR FRESHMEN AND SOPHOMORES
The curriculum o f the first two years intro
duces a student to the content and methods o f a
variety o f fields important to a liberal educa
tion. The College distribution requirements are
designed to lead the student into serious work
in several different, important, and broadly
characteristic kinds o f intellectual activity
without insisting on a specific or narrow
classification o f 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 distribu
tion 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
o f academic departments in three divisions; a
fourth group comprises subjects especially
relevant to more than one division. Mathe
matics, 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)
may not be counted as one o f the six
departments. The distribution requirements
are reviewed and revised from time to time by
the Faculty as perspectives of disciplines and of
departments change and in recognition of the
pluralism o f intellectual work.
The four groups for the distribution require
ment at present are:
1. Astronomy, Biology, Chemistry, Computer
Science (except C S 15 ), Engineering (except
Engineering 2 3 ), Physics (except Physics
5).
2. A rt (courses in art history except A rt
History 5 ), Classics (literature courses
numbered 11 or above), English Literature
(with the exception o f English 1A and IB
and workshop and studio courses), Modern
Languages (literature courses numbered 11
or above), Music (except courses numbered
4 0 -4 8 and Dance 1-12 and 4 0 ).
3. Classics (Greek 1-2 ; Latin 1-2; courses in
ancient h isto ry ), H istory, Linguistics,
Modern Languages (courses numbered 1
through 10), Philosophy, Psychology, Re
ligion.
4. Economics (except Economics 3 , 5 ), Polit
ical Science, Sociology and Anthropology.
Unless explicitly listed above, courses taught
jointly or alternately by faculty members of
departments in different distribution groups
may not be used to satisfy distribution require
ments; 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 prepara
tion in any o f the subjects included in the
distribution requirements may apply to the
Committee on Academic Requirements for
exemption from that requirement, but second-
45
Educational Program
ary school courses o f 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 lan
guage, beyond the basic language requirement
(see p. 5 8 ). A student who intends to major in
one o f the natural sciences, mathematics, or
engineering should take an appropriate mathe
matics course in the freshman year. Students
intending to major in one of the social sciences
should be aware of the increasing importance
o f mathematical background for these subjects.
In addition to the requirements listed above,
prerequisites must be completed for the work
o f 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 recommenda
tions.
W hile faculty advisors assist students in pre
paring their academic programs, it is empha
sized that students themselves are individually
responsible for planning and adhering to
programs and for the completion o f graduation
requirements. Faculty advisors, department
chairmen, other faculty members, the Deans,
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 57.
The program for freshmen and sophomores,
beginning with the Class of 1990, will change
from that described above. Prospective students
should contact the Admissions Office for
details o f these changes.
COURSE PROGRAM FOR JUNIORS AND SENIORS
The work o f juniors and seniors in the Course
program includes some intensive, specialized
study within a general area o f interest. This
comprises enough work in a single department
(designated as a "m ajor” ) to make an equiva
lent o f 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. Before graduation the
student must pass a comprehensive examina
tion in his or her major subject.
Students must determine a major subject by the
end o f 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 o f his or her capabilities
in the designated major. Students who fail to
secure approval o f a major cannot be admitted
to the junior class.
W ith departmental permission it is possible for
a student to plan a Special Major that includes
closely related work in one or more depart
46
ments outside the major department. This
work (up to four courses normally) is part of
the major program for the comprehensive
examination; some o f it may consist o f a thesis
or other written research project(s) designed to
integrate the work across departmental bound
aries. In any case, the program o f the Special
Major is expected to be integral in the sense that
it specifies a field o f learning (not necessarily
conventional) or topic or problems for sus
tained inquiry that crosses departm ental
boundaries and can be treated as a sub-field
within the normal departmental major. Special
Majors consist o f at least 10 credits and
normally o f no more than 12 credits. Occa-*
sionally, where regular departmental require
ments unduly constrain the possibilities o f a
Special Major, these requirements may be
relaxed to a minimum o f six courses in the
primary department or by the omission of
certain courses in that department normally
required for the sake of breadth o f experience
o f the major field; but course requirements
central to systematic understanding o f 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 pro
grams, 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 (o r a member of the depart
ment designated by the chairm an) 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 o f Swarthmore’s educational life. While
the program is designedly flexible and respon
sive to new needs, it has been characterized
from the beginning by three basic elements,
which taken together may be said to be the
essence o f the system.
(1) Reading for Honors involves a concentra
tion o f the student’s attention during the junior
and senior year upon a limited field o f studies.
Normally, the student pursues only two sub
jects each semester, avoiding fragmentation of
interests. Content o f studies is correspondingly
broader and deeper, permitting a wide range of
reading and investigation and demanding of the
student correlations o f an independent and
searching nature.
( 2 ) W hile Reading for Honors frees students
from periodic examination, it exposes their
thinking to continual scrutiny from both
classmates 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 o f knowledge rather than
mere mastery o f 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 examination o f each student.
( 3 ) Reading for Honors is customarily carried
on in seminars, in independent projects, o r in
classes which have been approved as prepara
tions for external examinations. Seminars meet
once a week, in many cases in the home o f the
instructor, for sessions lasting three hours or
more. The exact technique o f 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.
W hile students preparing for external examina
tions 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 o f entry
into the External Examination program. Once a
seminar in a designated subject has been taken,
the student must stand for the external examina
tion as part o f his or her Honors program.
Seminars not so designated will be foreclosed
from consideration for Honors. Fewer than six
seminars 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 o f reading for Honors
consists o f six subjects studied during the last
two years in preparation for papers, i.e.,
examinations, given by the visiting examiners at
the close o f 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 o f two fields, one of them is designated
as the major. A major includes enough work in
a single department to make an equivalent o f at
least eight courses before graduation. While
47
Educational Program
there is a general belief that two papers in a
minor field are desirable because o f 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 o f the departments and
divisions in which the work is done.
( 2 ) Students who have a special reason to
study fpr one or two semesters abroad or in
another American institution must take the
normal number o f examinations. Such pro
grams 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 o f 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 o f working independ
ently or under tutorial guidance against the loss
incurred by missing both the stimulus and
criticism provided in seminar.
(3 ) Students who at the end o f the sophomore
year did not elect or were not permitted to read
for Honors, but whose work has subsequently
shown distinction, may be encouraged to enter
the External Examination program as late as the
middle o f the senior year. They shall receive no
remission o f the number of examinations. They
must petition the appropriate division before
the beginning o f the second semester of the
senior year for permission to take the external
examinations and must submit an acceptable
list o f examinations which they are prepared to
take.
A candidate for admission to the External
Examination program should consult the chair
men o f his or her prospective major and minor
departments during the second semester o f the
sophomore year and work out a program for
the junior and senior years. This proposed
program must be filed in the office o f the
Registrar who will forward it to the divisions
concerned. The acceptance o f 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 o f reading for Honors. The
major department is responsible for the origi
nal plan o f work and for keeping in touch with
the candidate’s progress from semester to
semester. The division is responsible for ap
proval o f the original program and o f any later
changes in that program.
A t the end o f the junior year, Honors candi
dates are required to take the external examina
tions 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 o f the showing made in these
examinations, the student may be advised or
required to leave 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. If a student wishes to reapply
at a later date for readmission to the External
Examination program, the new program must
include all seminars already taken as part o f the
original approved program ( see #3, p. 4 7 ).
A t the end o f the senior year the reading o f the
examinations and the decision o f the degree of
Honors to be awarded the candidates is entirely
in the hands o f the visiting examiners. Upon
their recommendation, successful candidates
are awarded the Bachelor’s Degree with Honors,
with High Honors, or with Highest Honors.
W hen the work o f a candidate does not in the
opinion o f the examiners merit Honors o f any
grade, Swarthmore faculty members review the
student’s examination papers and assign grades.
EXCEPTIONS TO THE FOUR-YEAR PROGRAM
Although the normal period o f uninterrupted
work toward the Bachelor o f Arts and Bachelor
o f Science degrees is four years, graduation in
three years is freely permitted when a student
48
can take advantage o f Advanced Placement
credits, perhaps combining them with extra
work by special permission. W hen circum
stances warrant, a student may lengthen the
continuous route to graduation to five years by
carrying fewer courses than the norm o f four:
this may be appropriate for students who enter
Swarthmore lacking some elements o f 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 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 circum
stances and to careful advising and necessarily
charges the regular annual tuition (see the
provisions for overloads, p. 2 0 ). Full-time
leaves o f 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 o f Arts or Bachelor o f 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 o f progress toward
the degree is not primarily, however, the mere
accumulation of 3 2 credits. College policy does
not permit programs of fewer than three
courses within the normal eight semester en
rollment. Programs o f more than five courses
or fewer than four courses require special per
mission (see p. 2 0 on tuition and p. 5 6 on
registration).
FORMATS OF INSTRUCTION
W hile classes and seminars are the normal
curricular formats at Swarthmore, faculty
regulations encourage other modes as well.
These include various forms o f individual
study, student-run courses, and a limited
amount o f "practical” or off-campus work.
The principal forms o f individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attach
ments provides that a student may attach to an
existing course, with permission o f the instruc
tor, a project o f additional reading, research,
and writing. If this attachment is taken concur
rently with the course it is normally done for
half credit. If it is taken in a later semester
(preferably the semester immediately follow
ing), it may be done for either half or full credit.
This kind o f 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 o f the semester
to do a naif-credit attachment may commonly,
with permission, withdraw from 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 biblio
graphical than pedagogical, and, because they
require somewhat less faculty time, opportuni
ties for directed reading are more frequent in
most departments than are opportunities for
tutorials. In both cases substantial written
49
Educational Program
work and/or written examinations are con
sidered appropriate, and it is generally desir
able 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 o f 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 o f 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 examina
tion or equivalent administered by him or her,
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 1 st (for the spring term)
or May 1st (for the fall term) on the basis o f an
initial memorandum emphasizing the principal
subject matter to be studied, the questions to
be asked about it, the methods o f investigation,
and providing a preliminary bibliography. The
course is then registered by its organizers with
the Provost, who has administrative supervi
sion o f such work, and who may waive the
foregoing deadlines to recognize problems in
the organization o f such courses. The course
supervisor consults his or her department, and
in the case o f an interdepartmental course, any
other department concerned, whose represent
atives together with the Provost will decide
whether to approve the course. The supervisor
also reviews the course outline and bibliog
raphy and qualifications and general eligibility
o f students proposing to participate in the
course. After a student-run course has been
found acceptable by the appropriate depart
ment (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. A t the end o f the course
the supervisor evaluates and grades the stu
dents’ work in the usual way or arranges for an
outside examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provisional
50
ly proposed for half credit to run in the first
half o f the semester, and at midterm, may be
either concluded or, if the participants and
course supervisor find the work profitable,
continued for the balance o f the term for full
credit. Alternatively, student-run courses may
be started after the beginning o f the semester
(up to midsemester) for half credit and then be
continued, on the same basis, into the follow
ing term. O r they may be taken for half credit
over a full term. The role o f 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 o f the procedures,
are sufficient planning and organization o f the
course to facilitate focus and penetration. The
course planning and organization, both analyti
cal and bibliographical, are also regarded as
important ends in themselves, to be empha
sized in the review o f proposals before ap
proval. U p to four o f the 3 2 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 o f an instructor to supervise the
project; ( 2 ) sponsorship by the instructor’s
department, and in the case o f an interdisci
plinary project, any other department con
cerned, whose representatives together with
the Provost will decide whether to grant
permission for the applied or practical work
before that work is undertaken; ( 3 ) a basis for
the project in some prior course work; and ( 4 )
normally, the examination o f pertinent litera
ture and production o f a written report as parts
o f the project. This option is intended to apply
to work in which direct experience o f the offcampus world or responsible applications of
academic learning or imaginative aspects o f the
practice o f an art are the primary elements.
Because such work is likely to bear a loose
relation to organized instruction and the regu
lar curriculum, the College limits academic
credit for it while recognizing its special
importance for some students’ programs.
INTERDISCIPLINARY WORK
The requirements o f 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 o f
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 Col
lege offers interdepartmental majors in Medi
eval Studies, L iteratu re, and LinguisticsPsychology, and formal interdisciplinary pro
grams short o f the major in Asian Studies,
Black Studies, Computer Science, International
Relations, 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 interdisci
plinary in nature; that a considerable number
of courses are cross-listed between depart
ments; that each year some courses are taught
jointly by members o f two or more depart
ments; that departments commonly recom
mend 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
o f their majors, particularly in Special Majors.
Such concentration is formally provided in
Black Studies, Asian Studies, Computer
Science, International Relations, and Public
Policy. Many other opportunities exist infor
mally—e.g., in comparative literature, in Af
rican studies, in American studies, in religion
and sociology-anthropology, in engineering and
social sciences, in women’s studies, in bio
chemistry, or in chemical physics. Students are
encouraged to seek the advice o f faculty
members on such possibilities with respect to
their particular interests. In some cases faculty
members o f several departments have planned
and scheduled their course offerings with some
consultation so as to afford a de facto concen
tration in addition to the major, and students
may wish to know and take advantage o f these
cases of overlapping faculty interests.
HEALTH SCIENCES ADVISORY PROGRAM
The function o f the health sciences advisory
program is twofold: to advise students inter
ested in a career in the health sciences, and to
prepare letters of recommendation for profes
sional schools to which students apply. The
letters are based on faculty evaluations re
quested 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 stu
dents entering medical or dental schools: Biol
ogy 1 , 2 (students who have earned advanced
placement credit for Biology 1, 2 should fake
two other biology courses); Chemistry 1 0 ,2 2 ,
3 2 , 3 6 ; Physics 1, 2 , or 3, 4 ; Math 5 and one
additional math course; and English Literature,
two semester courses. Students should note the
physics and math prerequisites for Chemistry
3 6 and plan their sequence of courses accord
ingly. In addition to the minimal requirements,
some medical schools require and many rec
ommend the following courses: Cell Biology,
Developmental Biology, Genetics, and one year
o f calculus. 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 o f the
junior and senior years may be completed in
either the Course or the Honors Program, and
in any major department o f 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 o f 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 o f the year that they apply for
51
Educational Program
admission to medical schools. The Student
Manual for the New MCAT 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 Veteri
nary 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 Require-
ments o f American Dental Schools. Catalogs for
most medical and veterinary schools are also on
file in the Advisory Office.
The Health Sciences Advisor meets periodical
ly with students interested 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
W ork in the creative arts is available both in the
curriculum o f certain departments and on an
extracu rricu lar basis. Interested students
should consult the departmental statements in
A rt, English Literature, and Music. A total of
not more than five courses in the creative arts
may be counted toward the degrees o f Bachelor
o f Arts and Bachelor o f Science.
COOPERATION WITH NEIGHBORING INSTITUTIONS
W ith the approval o f their faculty advisor and
the Registrar, students may take a course
offered by Bryn Mawr or Haverford College or
the University o f Pennsylvania without the
payment o f extra tuition. This arrangement
does not apply to the summer sessions o f the
University o f Pennsylvania and Bryn Mawr
College.
STUDENT EXCHANGE PROGRAMS
To provide variety and a broadened outlook for
interested students, the College has student
exchange arrangements with Brandeis Univer
sity, Howard University, Middlebury College,
Mills College, Pomona College, Rice Univer- '
sity, and Tufts University. Selection is made by
a committee o f the home institution from
among applicants who will be sophomores or
juniors at the time o f the exchange. W ith each
institution there is a limited and matched
number o f 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 o f participants to the institution
with which the exchange takes place.
EDUCATION ABROAD
The College recognizes the general educational
value o f travel and study abroad and cooperates
as far as possible in enabling interested students
to take advantage o f such opportunities. It
52
distinguishes, however, between those foreign
study plans which may be taken for credit as
part o f a Swarthmore educational program, and
those which must be regarded as supplemen-
tary. To be acceptable for credit, foreign study
must meet Swarthmore academic standards,
and must form a coherent part o f the student’s
four-year plan of study. The External Examina
tion (H onors) Program in particular demands a
concentration o f study which is not easily
adapted to the very different educational
systems o f foreign universities. Therefore,
while some o f the programs listed below may
normally be taken as substitutes for a semester
or a year o f work at Swarthmore, each case is
judged individually, and the College may
withhold its approval o f 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 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
A rt and Modern Languages and Literatures,
publish separate instructions for transfer of
credits from other institutions. These are
available from the respective departm ent
offices.
1. The Swarthmore Program in Grenoble, France,
inaugurated in the fall o f 1972. Students
entering this program spend either one or two
semesters at the University o f Grenoble, where
their course of study is the equivalent o f one or
two semesters at Swarthmore. This program,
under the auspices o f 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, applications
from students at other institutions are accepted.
The number o f participants in limited to
twenty-five.
Students are integrated into the academic life at
the University of Grenoble through regular
courses, when their language competence al
lows, or through special courses for foreign
students. Individual programs are arranged to
suit the needs and competencies o f students.
Preparation o f External Examination papers is
possible in certain fields. The program is
designed primarily for juniors and second
semester sophomores, but seniors can be
accommodated in special cases.
A member o f the Department o f Modem
Languages and Literatures acts as resident
Director. The Director teaches a course or a
seminar, supervises the academic program and
the living arrangements o f the students, and
advises on all educational or personal prob
lems. A coordinator o f the program at Swarth
more handles such matters as admissions to the
program (in consultation with the Deans),
financial aid, transfer o f academic credit to
departments within the College and to institu
tions whose students participate in the pro
gram. Applications for the fall semester must
be submitted by March 15 and for the spring
semester by O ctober 15.
2. Academic Year in Madrid, Spain. This pro
gram is administered by the Romance Language
Department o f Hamilton College, in coopera
tion with faculty members o f Williams, Mount
Holyoke and Swarthmore Colleges. Students
many enroll either for the foil academic year or
for the fall semester only. (Credit at Swarth
more must be obtained through the depart
ments concerned.) The program attempts to
take full advantage o f the best facilities and
teaching staff o f the Spanish community, while
adhering to the code of intellectual perform
ance characteristic of the most demanding
American institutions.
A distinguishing aspect o f the program is the
individual guidance provided students in nonacademic areas, especially in ( 1 ) the efforts that
are made to find homes well suited for student
lodging, and ( 2 ) the 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 Institute is centrally
located, it houses a library eminently suited for
study and research, and it sponsors a series of
lectures, concerts and social activities.
The program is under the general guidance o f a
committee comprised o f members o f the
Hamilton College Department o f Romance
Languages, who, in rotation with professors
from Williams, Mount Holyoke, and Swarth
more Colleges, serve also as directors-in-
53
Educational Program
residence in Madrid.
Applications and further information are avail
able from the Department o f Modern Lan
guages and Literatures.
Swarthmore-supported Programs o f Study
Abroad. Swarthmore students may apply their
3.
scholarship monies to the cost o f participating
in one of the programs o f academic study
abroad listed below, subject to the student’s
acceptance to the program in question and the
customary regulations which apply to study
abroad as outlined above.
1) Swarthmore College Program in Grenoble
(France) for either semester or the entire
academic year (see above);
2
) Hamilton College Academic Year in Madrid
(Spain) for the fall semester or the entire
academic year (see above);
3 ) Wayne State Junior Year in Germany, either
at the University o f Freiburg or the Univer
sity o f Munich (W est Germany) for the
entire academic year;
4 ) Smith College Junior Year at the University
o f Hamburg (W est Germany) for the entire
academic year;
5 ) Great Lakes College Association Latin
America Program (Ceuca) in Bogota (C o
lombia) for either semester or the entire
academic year;
6 ) The Intercollegiate Center for Classical
Studies in Rom e (Italy) for either semester
or the entire academic year. (See also
announcement o f the A rt Department, p.
6 7 , and o f the Classics Department, p. 88 .)
7 ) Sweet Briar Junior Year in France (Paris).
8 ) Intercollegiate Sri Lanka Educational (IS LE )
Program at the University o f Peradeniya for
the fall (August-November) semester.
54
9)
China Educational Tours program (C E T )
in Beijing, the People’s Republic o f China.
Students who wish to apply scholarship funds
to the above programs should consult with the
Financial Aid officer of the College.
4. Other Established Programs. Students who
wish to study abroad under formal academic
conditions but whose needs would not be met
by any o f the programs listed above may apply
to one o f the programs administered by other
American colleges and universities; for exam
ple, those o f Oberlin College, with whose
Chinese Studies Program atTunghai University
the College is also affiliated, Smith College, or
Sweet Briar College. These are full-year pro
grams o f study at foreign universities, under the
supervision o f American college personnel.
Interested students should consult the Associ
ate Provost.
5. Direct Enrollment. Application may also be
made directly to foreign institutions for admis
sion as a special student. This should be done
only after consultation with 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 o f students they accept for short
periods.
The Olga Lamkert Memorial Fund. Income from
a fund established in 1979 by students of Olga
Lamkert, Professor o f 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 o f the
Russian section o f the Department o f Modern
Languages and Literatures.
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. W ith
this exception, students are responsible for
regular attendance. Faculty members will re
port to the Dean the name of any student whose
repeated absence is in their opinion impairing
the student’s work. The number o f 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 o f 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.
W hen illness necessitates absence from classes,
the student should report at once to the Health
Center.
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 condi
tions:
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 instruc
tor’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 o f students in courses. Informal reports
during the semester take the form of comments
on unsatisfactory work. A t 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 uncom
pleted or unsatisfactory work. Letter grades are
qualified by pluses and minuses. W signifies
that the student has been permitted to with
draw from the course by the Committee on
Academic Requirements. X designates a condi
tion; this means that a student has done
unsatisfactory work in the first half o f 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 o f a foreign student cannot
be evaluated because o f deficiencies in English.
Inc. means that a student’s work is incomplete
with respect to specific assignments or exami
nations. 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 o f the final examination, or the end o f the
examination period. However, if circumstances
beyond the student’s control preclude the
completion o f the work by this date, a grade of
Incomplete (Inc.) may be assigned with the
permission o f 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 o f the following term.
Except by special permission o f the Registrar
(on consultation with the Committee on
Academic Requirements) all grades o f Inc. still
outstanding after that date will be replaced on
the student’s permanent record by N C (no
credit). Waiver o f 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
55
Faculty Regulations
credit). In the balance o f their work at
Swarthmore, students may select up to four
courses for C redit/N o Credit by informing the
Registrar’s Office within the first two weeks o f
the term in which the course is taken, except
that repeated courses may not be taken
C redit/N o Credit. For freshmen and soph
omores CR will be recorded for work that
would earn a grade o f 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 o f the student’s C redit/N o Credit
work. The evaluation for first-semester fresh
men 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 o f the student’s grade
record. Letter grade equivalents only, for first
semester freshmen courses only, may be pro
vided to other institutions if requested by the
student and absolutely required by the other
institution.
Reports o f grades are sent to students at the end
o f each semester. They are not routinely sent to
parents or guardians, but such information
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 o f 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 o f 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 Commit
tee on Academic Requirements.
Applications involving late entrance into a
course must be received within the first two
weeks o f the semester. Applications involving
withdrawal from a course must be received not
later than the middle o f the semester, or the
mid-point o f the course if it meets for only
one-half a semester.
A deposit o f $ 1 0 0 is required o f 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 examina
tion, announcement o f which was made in
advance, shall be given an examination at
another hour only by special arrangement with
the instructor in charge o f 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 super
vision.
ACADEMIC HONESTY
Members o f an academic community have an
unequivocal responsibility to present as the
result o f their own work only that which is
truly theirs. Cheating, whether in examinations
or by plagiarizing the work o f others, is a most
serious offense, and one which strikes at the
foundations o f academic life.
56
The responsibility o f the Faculty in this area is
three-fold: to explain the nature o f the problem
to those they teach (the Faculty’s statement
concerning plagiarism may be found in The
Student Handbook), to minimize temptation,
and to report any case o f 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 o f magni
tude o f the penalty should reflect the serious
ness o f the transgression. It is the opinion o f the
Faculty that for the first offense failure in the
course and, as appropriate, suspension for a
semester or deprivation o f the degree in that
year is not unsuitable; for a second offense the
penalty should normally be expulsion. A full
description o f College judicial procedure may
be obtained from the office o f the Dean.
STUDENT LEAVES OF ABSENCE
Student leaves o f absence are freely permitted
provided the request for leave is received by the
date o f enrollment and the student is in good
standing. If a student has not enrolled and has
not arranged for a leave o f 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 o f this
policy is to assist the College in planning its
enrollments.
SUMMER SCHOOL WORK
Students desiring to receive Swarthmore Col
lege credit for work at a summer school are
required to obtain the approval o f the chairman
o f the Swarthmore department concerned
before doing the work. Prior approval is not
automatic: it depends upon adequate informa
tion about the content and instruction o f the
work to be undertaken. Validation o f the work
for credit depends upon evaluation o f the
materials o f 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, admin
istered at Swarthmore. An official transcript
from the summer school must be presented to
the Office o f the Registrar before the work can
be validated for credit. Requests for credit
must be made 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
o r take up to one quarter o f swimming
instruction. (See the departmental statement of
the Department o f 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 o f its officers shall be under
any liability whatsoever for such exclusion.
WITHDRAWAL AND READMISSION FOR HEALTH REASONS
(see p. 3 6 )
57
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:
passed one year o f a foreign language while at
Swarthmore.
5. Met the requirements in the major and
supporting fields during the last two years.
6 . Passed satisfactorily the comprehensive
1. Completed thirty-two courses or their equi
valent.
2. An average grade o f C in the courses
counted for graduation.*
3. Complied with the distribution require
ments and have completed at least twenty
credits outside the major. (See pages 4 5 -4 6 .)
4. Beginning with the Class o f 1 9 8 7 , either: a)
passed at least three years’ study o f one foreign
language while in high school; or, b) achieved a
score o f 6 0 0 or its equivalent in a foreign
language on a standard achievement test; or, c)
examinations in his or her major field, or met
the standards set by visiting examiners for a
degree with Honors.
7. Completed four semesters of study at
Swarthmore College, two o f which have been
those o f the senior year.
8 . Completed the physical education require
ment set forth on page 41 and in statements of
the Department o f Physical Education and
Athletics.
9 . Paid all outstanding bills and returned all
equipment and library books.
MASTER OF ARTS AND MASTER OF SCIENCE
The degree o f Master o f 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
o f satisfactory standing, shall be admitted as
candidates for the Master’s degree at Swarth
more.
The candidate’s record and a detailed program
setting forth the aim o f the work to be pursued
shall be submitted, with a recommendation
from the department or departments con
cerned, 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 o f a full year’s work of
* " A n average o f C ” is interpreted for this
purpose as being a numerical average o f at
least 2 .0 ( A + , A = 4 .0 , A - = 3 .6 7 , B + = 3 .3 3 ,
B = 3 .0 , B - = 2 .6 7 , C + = 2 .3 3 , C = 2 .0 ,
C - = 1 .6 7 , D + = 1 .3 3 , D = 1.0, D - = 0 .6 7 ).
58
graduate character. This work may be done in
courses, seminars, reading courses, regular
conferences with members o f 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 ex
amined by outside examiners, provided that
where this procedure is not practicable, excep
tions may be made by the Curriculum Commit
tee. The department or departments concerned,
on the basis o f the reports o f the outside
examiners, together with the reports o f the
student’s resident instructors, shall make rec
ommendations to the faculty for the award of
the degree.
A t the option o f the department or depart
ments concerned, a thesis may be required as
part of the work for the degree.
Grades o f C redit/N o Credit and grades on the
record for work not taken at Swarthmore
College are not included in computing this
average.
A candidate for the Master’s degree will be
expected to show before admission to candi
dacy a competence in those languages deemed
by his or her department or departments most
essential for the field o f research. Detailed
language requirements will be indicated in the
announcements o f departments which admit
candidates for the degree.
The tuition fee for graduate students who are
candidates for the Master’s degree is $ 1 0 ,0 8 0 .
59
Awards and Prizes
The Ivy Award is made by the Faculty each year
to the man o f the graduating class who is
outstanding in leadership, scholarship, and
contributions to the College community.
be carried out during the summer between the
junior and senior year, with the balance of
funds available to be used during the academic
year, or postgraduately.
The O ak L e a f Award is made by the Faculty
American Chemical Society Award is given to the
student who is judged by the Department of
Chemistry to have the best performance in
chemistry and overall academic achievement.
each year to the woman o f the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.
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 o f the faculty o f the department of
Engineering.
The Flack Achievement Award, presented by the
Flack Foundation, one o f whose founders is
Hertha Eisenmenger Flack of the Class o f 1938,
is made to a deserving student who, during the
first two years at Swarthmore College, has
demonstrated a good record o f achievements in
both academic and extracurricular activities
while showing leadership potential as a con
structive member o f the College. The donor
hopes these awards will go to students of
demonstrated achievement and high potential
who are dedicated to the basic principles o f
American democracy and o f academic free
dom. The awards are not related to need.
The Academy o f American Poets awards $ 100
each year for the prize poem (o r group of
poems) submitted in a competition under the
direction o f the Department o f English Litera
ture.
The Adams Prize o f $ 1 0 0 is awarded each year
by the Department o f Economics for the best
paper submitted in quantitative economics.
The Stanley Adamson Prize in Chemistry is
endowed in memory o f Stanley D. Adamson
’6 5 by his parents, June and George Adamson.
It is awarded each spring to a well-rounded
Junior majoring in Chemistry or Biochemistry
who, in the opinion o f the Department, gives
most promise o f excellence and dedication in
the field.
The Jonathan Leigh Altman Scholarship, given in
memory o f this member o f the Class o f 1974 by
Shing-mei P. Altman ’7 6, is awarded to a junior
who has a strong interest in the studio arts. It is
held during the senior year. The recipient may
apply for up to $ 2,000 for a fellowship in art to
60
American Institute o f Chemists Award is given to
the student who is judged by the Department of
Chemistry to have the second best record in
chemistry and overall academic performance.
The Boyd Barnard Award is awarded annually to
one or more students, selected by the Depart
ment o f Music, in recognition o f musical
excellence and achievement.
The Paul H. Beik Prize in History o f $ 1 0 0 to be
awarded each May for the best thesis or
extended paper on a historical subject by a
History major during the previous academic
year.
The Brand Blanshard Prize, honoring Brand
Blanshard, Professor o f Philosophy at Swarth
more from 1925 to 1945, has been established
by David H. Scull, o f the Class o f 1936. The
award o f $10 0 is presented annually to the
student who, in the opinion o f the Department,
submits the best essay on any philosophical
topic.
The William and Sophie Bramson Prize in
Sociology and Anthropology is awarded each
year on the basis o f outstanding academic
performance, with special emphasis placed
upon senior thesis.
The Heinrich W. Brinkmann Mathematics Prize,
honoring Hienrich Brinkmann, Professor of
Mathematics, 1933-1969, was established by
his students in 1978 in honor o f his 80th
birthday. Two awards o f $100 each are to be
presented annually to a Course student and
Honors candidate who, in the opinion o f the
Mathematics Department, have demonstrated
excellence in Mathematics.
The Sarah Kaighn Cooper Scholarship, founded
by Sallie K. Johnson in memory o f her
grandparents, Sarah Kaighn and Sarah Cooper,
is awarded to the member o f the Junior Class
who is judged by the faculty to have had, since
entering College, the best record for scholar
ship, character, and influence.
The Alice L. Crossley Prize in Asian Studies of
$ 1 0 0 is awarded to the student who, in the
opinion o f the Asian Studies Committee,
submits the best essay on any topic in Asian
Studies.
The Dorothy Ditter Gondos Award, bequeathed
by V ictor Gondos, Jr., in honor o f his wife,
Class of 1930, is given every other year to a
student o f Swarthmore College who, in the
opinion o f a faculty committee, submits the
best paper on the subject dealing with a
literature o f a foreign language. The prize of
about $ 1 0 0 is awarded in the spring semester.
Awarding o f the prize will be under the
direction o f the Literature Committee.
The John Russell Hayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Philip M. Hicks Prizes are endowed by
friends o f Philip M . Hicks, former Professor of
English and Chairman of the Department of
English Literature. They are awarded to the two
students who in the opinion of the Department
submit the best critical essay on any topic in the
field o f literature.
The Jesse H. Holmes Prize in Religion of $100,
donated by Eleanor S. Clarke o f the Class of
1918 and named in honor o f Jesse Holmes,
Professor o f History o f Religion and Philoso
phy 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 o f religion.
The Kwink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society o f Kwink, is presented by the faculty of
the Department o f Physical Education and
Athletics to the senior man who best exempli
fies the Society’s five principles: Service, Spirit,
Scholarship, Society, and Sportsmanship.
The Leo M. Leva Memorial Prize, established by
his family and friends, is awarded by the
Biology Department to a graduating senior
whose major is Biology and whose work in the
field shows unusual promise.
The Ella Frances Bunting Extemporary Speaking
Fund and the Owen Moon Fund provide income
for a poetry reading contest as well as funds for
visiting poets and writers.
The Lois Morrell Poetry Award, given by h^r
parents in memory o f Lois Morrel o f the Class
o f 1946, goes to that student who, in the
opinion o f the faculty, submits the best original
poem in the annual competition for the award.
The award o f $100 is made in the spring o f the
year.
The A. Edward Newton Library Prize o f $ 5 0 ,
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 o f the
Committee o f Award, shows the best and most
intelligently chosen collection o f 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 May E. Parry Memorial Award, donated by
the Class o f 1925 o f which she was a member, is
presented by the faculty o f the Department of
Physical Education and Athletics to the senior
woman who by her loyalty, sportsmanship, and
skill in athletics has made a valuable contribu
tion to Swarthmore College.
The Drew Pearson Prize o f $100 is awarded by
the editors o f The Phoenix at the end o f each
staff academic year to a member o f T he Phoenix
for excellence in journalism. The prize was
established by the directors o f The Drew
Pearson Foundation in memory o f Drew
Pearson, Class of 1919.
The John W. Perdue Memorial Prize, established
in 1969 in memory o f an engineering student of
the Class o f 1969, is awarded by the Depart
ment o f Engineering to the outstanding student
entering the junior class with a major in
engineering.
The W illiam 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
o f funds for campus appearances by poets and
writers.
Judith Polgar Ruchkin Prize Essay is an award for
a paper on politics or public policy written
during the junior or senior year. The paper may
be in satisfaction o f a course, a seminar, or an
independent project, including a thesis. The
paper is nominated by a faculty member and
61
Awards and Prizes
judged by a committee o f the Department of
Political Science to be o f outstanding merit
based upon originality, power o f analysis and
written exposition, and depth o f understanding
o f goals as well as technique.
The Peter Oram Swing Prize o f $ 1 ,0 0 0 is awarded
each year at commencement to an outstanding
student whose plans for graduate study in
music indicate special promise and need. The
endowment for the prize was established in the
name o f Ruth Cross Barnard ’ 19.
The Melvin B. Troy Award o f $ 2 5 0 is given each
year for the best, most insightful paper in
Music or Dance, or composition or choreog
raphy by a student, judged by the Department
o f Music and Dance. The prize was established
by the family and friends of Melvin B. Troy,
Class o f 1948.
FACULTY AWARD
The Flack Faculty Award is given for excellence
in teaching and promise in scholarly activity to
a member o f the Swarthmore Faculty, to help
meet the expenses o f a full year o f leave devoted
to research and self-improvement. This award
acknowledges the particularly strong link that
exists at Swarthmore between teaching and
62
original scholarly work. The award itself is to
be made by the President upon the recommen
dation o f the Provost and the candidate’s
academic department. This award is made
possible by an endowment established by
James M. Flack and Hertha Eisenmenger Flack
’3 8 .
Fellowships
Three fellowships (the Leedom, Lippincott, and
Lockwood Fellowships— 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 o f the College for the
pursuit o f advanced work. These awards are
made on recommendation of the Committee
on Fellowships and Prizes for a proposed
program o f 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 recom
mendations which overall do not discriminate
on the basis o f 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 . Lippincott, of the Class o f 1875, in
memory o f his father.
the first year o f graduate work, is intended to
encourage outstanding scholars to pursue an
academic career. The recipient, who must be a
United States citizen or permanent resident,
will receive the amount necessary to cover
tuition, fees, and subsistence allowance for
study directed toward a PhD in Engineering or
Computer Science at another institution in the
United States. The precise amount o f each
fellowship will be based on the costs and
policies o f the university and department
chosen for graduate work.
The Elizabeth Pollard Fetter String Quartet
Scholarships, endowed by Frank W . Fetter ’2 0,
Robert Fetter ’5 3 , Thomas Fetter ’5 6 and Ellen
Fetter Gille in memory of Elizabeth P. Fetter
’2 5 , subsidize the private instrumental lessons
of four top-notch student string players at the
College. Interested applicants should write to
the Chairman o f the Department o f Music and
should plan to play an audition at the College
when coming for an interview.
T he John Lockw ood Memorial Fellow ship,
founded by the bequest o f Lydia A. Lockwood,
New York, in memory o f her brother, John
Lockwood. It was the wish o f the donor that
the fellowship be awarded to a member of the
Society o f Friends.
Friends o f Music and Dance Summer Fellowships
provide stipends for attendance at summer
workshops in music and dance. Recipients are
selected by the Department of Music and
Dance on the basis o f written proposals.
The Lucretia Mott Fellowship, founded by the
Chapter o f Phi Beta Kappa (Epsilon o f Penn
sylvania) awards a Fellowship for graduate
study to a senior who has been elected to Phi
Beta Kappa and has been admitted to a program
o f advanced study in some branch o f the liberal
arts.
Somerville Literary Society and sustained by
the contributions o f Swarthmore alumnae. It is
awarded each year to a woman senior who is to
pursue advanced study in an institution ap
proved by the Committee.
The Martha E. Tyson Fellowship, founded by the
Somerville Literary Society in 1913 and sus
tained by the contributions o f Swarthmore
alumnae. It is awarded each year to a woman
senior or graduate who plans to enter elemen
tary or secondary school work. The recipient of
the award is to pursue a course of study in an
institution approved by the Committee.
Other fellowships are awarded under the
conditions described below:
Susan P. Cobbs Prize Fellowship, established to
honor the memory o f Dean Susan P. Cobbs, is
awarded at the discretion o f the Classics
Department to a student majoring in Classics
for study in Greece or Italy.
The General Electric Foundation Graduate Fellow
ship, to be awarded to a graduating senior for
Phi Beta K appa Fellowship. The Swarthmore
The Eugene M. Lang Graduate Incentive Fellow
ship. All Eugene M. Lang senior Scholars who
have completed their Opportunity Project (see
Financial Aid) and who have academic achieve
ment at Swarthmore sufficient to earn Distinc
tion or Honors may apply for these fellow
ships. Applicants should submit to the Com
mittee on Fellowships and Prizes a plan of
graduate study with high potential for service
to society. This fellowship is made possible by
the gift o f Eugene M. Lang ’ 38.
The Thomas B. McCabe, Jr. and Yvonne Motley
McCabe Memorial Fellowship. This Fellowship,
awarded annually to a graduate of the College,
provides a grant toward the first year o f study at
the Harvard Business School. Yvonne and
Thom as B. M cCabe, Jr., were for a time
63
Fellowships
residents o f 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 o f leadership.
Young alumni and graduating seniors are
eligible to apply.
The J. Roland Pennock Undergraduate Fellowship
in Public Affairs. The Fellowship, endowed by
friends o f Professor J. Roland Pennnock at his
retirement in 1976 and in recognition o f his
many years o f distinguished teaching of Political
Science at Swarthmore, provides a grant for as
much as $ 2 ,5 0 0 to support a substantial
research project (which could include inquiry
through responsible participation) in public
affairs. The Fellowship, for Swarthmore under
graduates, would normally be held off-campus
during the summer. Preference is given to
applicants from the Junior Class.
FACULTY FELLOWSHIP
The Eugene M. Lang Faculty Fellowship is
designed to enhance the educational program
of Swarthmore College by contributing to
faculty development, by promoting original or
innovative scholarly achievement o f faculty
members, and by encouraging the use o f such
achievements to stimulate intellectual exchange
among scholars. The Fellowship will provide
financial support for faculty leaves through a
grant o f about one half the recipient’s salary
during the grant year. Upon recommendation
o f the Selection Committee, there may be a
small additional grant for travel and project
expenses and for library book purchases. The
Selection Committee shall consist o f the
Provost, three Divisional Chairmen, and three
other persons selected by the President, of
whom at least two must be Swarthmore
alumni. Any faculty member eligible for leave
may apply, and up to four may be chosen.
Fellows will be expected to prepare a paper or
papers resulting from the work o f their leave
year, presented publicly for the College and
wider community. The Selection Committee
64
may support wholly or in part the cost of
publishing any o f these papers. These fellow
ships are made possible by an endowment
established by Eugene M. L an g ’38.
The Brand Blanshard Faculty Fellowship is an
endowed Faculty fellowship in the humanities
established in the name of philosopher and
former faculty member Brand Blanshard. Blan
shard taught philosophy at Swarthmore from
1925 to 1944. The Fellowship will provide a
semester leave at full pay for a member o f the
humanities faculty to do research and to write.
Upon recommendation o f the Selection Com
mittee, there may be a small additional grant for
travel and project expenses. Any humanities
faculty member eligible for leave may apply.
Fellows will prepare a paper about the work of
their leave year and present it publicly to the
College and wider community. The Blanshard
Fellowship is made possible by an anonymous
donor who was Blanshard’s student at Swarth
more, and a challenge grant from the National
Endowment for the Humanities.
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:
to 10 — introductory courses
11 to 9 9 — other courses (Some o f these
courses are not open to fresh
men and sophomores.)
100 to 199 — seminars for Honors candidates
and graduate students.
Although the course listings in this catalogue
cannot be guaranteed as accurate, these 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 o f classes available
before enrollment for that semester.
ÌMm
1
Year courses, the number o f 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.
66
Art
T. KAORI K ITA O , Professor
M IC H A E L W . C O TH R EN , Associate Professor 2
3
C O N S TA N C E C A IN HUNGERFORD, Associate Professor and Chairman
RRIAN A . M EU N IER , Associate Professor
S A R A H E. B A S S E T T , Assistant Professor 4
B E TS E Y A . B A TC H ELO R , Assistant Professor
C U R T IS H A N S M A N BRIZENDINE, Assistant Professor
R A N D A LL L. EXON, Assistant Professor 3
JO Y C E J . N A G A TA , Assistant Professor (part-time ) 2
The Department of A rt offers historical,
critical, and practical instruction in the visual
arts. Courses in art history consider questions
having to do with the forms, traditions,
meaning, and historical context of works of art
and architecture; studio arts courses explore
problems of methods, processes, and personal
resources which arise in the actual creation of
objects in various media.
Wilcox Gallery: The Florence W ilcox A rt Gal
lery, located in Room 3 0 3 , Beardsley Hall,
provides seven to nine exhibitions a year, which
are an integral part of the Studio Arts Program.
The works o f nationally known artists as well as
those of younger artists, in various media, are
exhibited in group and one-person shows.
Randall Exon is in charge of the Gallery.
Heilman Artist: Each year the Department of
Art, in cooperation with the majors in art,
selects an artist to visit the College to serve as a
visiting artist and critic under the Marjorie
Heilman Visiting Artist Program. The work of
the invited artist is exhibited in the W ilcox Art
Gallery in Beardsley Hall; he or she gives
critiques in the studios and also meets and talks
with students, both majors and non-majors, on
an informal basis.
Lee Frank Lecture: See p. 13.
Benjamin West Lecture: See p. 13.
Jonathan Leigh Altman Scholarship: See p. 2 3.
Jonathan Leigh Altman Summer Grant: See p. 6 0.
Study Abroad: Swarthmore is one of the
institutions sponsoring the Intercollegiate Cen
ter for Classical Studies in Rome, which
provides facilities also for the study of Art
History. A rt majors, recommended by the
Department, are eligible to study at the Center
during their junior year, for one semester or
two.
REQUIREMENTS AND RECOMMENDATIONS
Prerequisites: ARTH 1 or 2 is the prerequisite
for all other art history courses in the Depart
ment, unless otherwise noted. It is strongly
recommended that the appropriate segment of
Introduction be taken before an advanced
course in a particular subject. STU A 1 is the
usual prerequisite for studio arts courses; it
may be waived by presenting a portfolio. All
majors and minors must take A RTH 1 and 2; in
addition, majors in the External Examination
and Course Programs alike must take one
studio course. It is strongly recommended that
these requirements be fulfilled before the
junior year. Students are also advised that
graduate work in art history requires a reading
knowledge of at least German and French.
Course Majors in Art History: The program
consists of at least eight courses in A rt History
(including ARTH 1 and 2 ), plus one Studio
2 Absent on leave, spring semester, 1986.
3 Absent on leave, 1985-86.
4 Fall semester, 1985.
,
67
Art
A rts course and Theory and Methodology
(A R TH 97, required for graduation). The
comprehensive consists o f a lengthy examina
tion, in preparation for which students are
required ( 1 ) to study a group of carefully
chosen works of art and ( 2 ) to prepare a list of
essay questions on broad topics. Contingent on
departmental approval, a two-credit thesis in
the fall semester o f the senior year may be
substituted for Theory and Methodology and
the comprehensive examination. The Course
major in A rt History is required to take at least
one course (at Swarthmore) from each of the
four core groups: (a) Ancient and Medieval
A rt— courses 12, 13, 15, 16, and 17; (b ) Re
naissance and Baroque A rt— courses 2 0 , 23,
2 5 , 2 6 , and 2 8 ; and (c) Modern Art— courses
3 0 (only if preceded by ARTH 1 or 2 ), 3 2 , and
3 5 ; and (d ) Non-W estern A rt— courses 2 9 ,4 5 ,
4 6 , 4 7 , 4 8 , 4 9 , and 9 1 . Course majors may take
Seminars with the consent of the instructor;
these also fulfill core requirements.
Course Majors in Art: The combined program of
the Course Major in A rt consists of a minimum
o f five courses in A rt History, including ARTH
1 and 2 , and at least one course in a period
before 1800; and five courses in Studio Arts
including Drawing and one course in a 3-D
medium for 2-D specialist and vice versa. In
lieu of an examination, the Comprehensive,
consisting of a Senior Exhibition and Catalog,
is a requirement 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
External Examination Program should take
four seminars in the Department; minors
should take two. A corresponding course with
an attachment may be substituted for a seminar
if that seminar will not be offered during the
period of the student’s preparation for External
Examinations.
A rt History
1. In tro d u c tio n to A r t H is to ry , I.
A critical and historical introduction to the
study of architecture, sculpture, and painting in
the East and the W est to the fourteenth
century. Two lectures and one hour conference
section per week.
Fall semester. Bassett and Brizendine.
2. In tro d u c tio n to A r t H is to ry , II.
A survey o f art and architecture in the East and
the W est from the fourteenth century to the
present. ARTH 1 is not required for ARTH 2
but is strongly recommended. Two lectures and
one hour conference section per week.
Spring Semester. Brizendine, Kitao, and
Hungerford.
5. C o m p u tin g fro m the U s e r ’s End.
(Also listed as Physics 5 .)
This course provides an introduction to, and
immediate use of, a wide range of computing
functions. No previous experience in computer
is necessary. Lectures are one hour per week
and supervised workshop sessions are two
hours per week. W orkshop emphasizing text
processing for students in the humanities.
Computing topics introduced are: text and file
creation and editing, runoff, simple program
68
ming techniques, statistical packages, biblio
graphic search, and data base handling. lA unit.
Not offered 1985-86. Kitao and Boccio.
12. G re e k A rt.
The art, architecture and archaeology o f an
cient Greece from the Minoan period through
the Hellenistic age.
Not offered 1985-86.
13. R o m an A rt.
A survey of the art of the Italian peninsula
before the ascendancy o f the Roman imperium
and the subsequent spread of Roman art
throughout the empire to the establishment of
tetrarchic rule at the end of the third century.
Special attention will be given to the relation
ship between the social order and artistic
production.
Not offered 1985-86. Cothren.
15. E a rly C h ris tia n and B y z a n tin e A rt.
An examination of the emergence of a Chris
tian form o f artistic expression from the
heritage of late antique art, followed by a sur
vey o f its international development through
the sixth century and its progression in the
Byzantine empire centered in Constantinople
until the fall o f that empire to the Ottoman
Turks in 1453. Attention will be given to
architecture, its monumental mosaic and fresco
decoration, manuscript illumination, iconic
devotional images, and the small-scale arts of
ivory carving, metalwork, and enamels.
Fall semester. Bassett.
16. E a rly M e d ie v a l A r t in th e W e s t
A survey of the art and architecture of Western
Europe from the migration of the barbarian
tribes through the establishment of a mature
Romanesque style in the twelfth century. The
political implications of the Carolingian revival
of the classical heritage, monasticism and art,
the Book of Kells and Celtic tradition, apoca
lyptic anxiety around the year 1000 , and
Romanesque sculpture as ecclesiastical propa
ganda.
Not offered 1985 -86. Cothren.
17. G o th ic A rt.
The course will emphasize the formation of
Gothic art around the year 1140 and its
development and codification in France during
the thirteenth century. Topics will include the
role of Abbot Suger’s Neoplatonism in the
establishment of a Gothic aesthetic, Saint
Louis’ "co u rt style” as a statement of political
ideology, the inspiration for and effectiveness
of structural systems in Gothic architecture,
and Gothic humanism around the year 1200.
Architecture, sculpture, stained glass, and
manuscript illustration will be considered.
Not offered 1985-86. Cothren.
20. N o rth e rn P a intin g.
Painting and printmaking in the Netherlands
and Germany from the 14th century through
the 16th century with special emphasis on the
art of Robert Campin, Jan van Eyck, Rogier van
der W eyden, Hieronymus Bosch, Albrecht
Durer, and Pieter Breughel. Issues to be
considered include , the development of the
altarpiece (formally and contextually), attitude
toward realism, the rise of patronage systems,
and the effect of the reformation on subject
matter.
Spring semester. Brizendine.
2 3. R e m b ra n d t and H is T im e s .
Study o f Rembrandt’s art, especially toward
the understanding o f the nature of picture
making. W orks in painting, drawing, and
etching are examined. Topics considered in
clude Holland’s mercantile and Protestant
milieu, Rembrandt’s relation to Italy, his
Dutch contemporaries, the development of the
genres, the print as a medium, the loose style,
optics and painting, popular imagery, and,
above all, the general questions concerning
portraiture, self-portraiture, theatricality, real
ism, narrative art, landscape, marketing, and
the late style.
Spring semester. Kitao.
25. Ita lia n R e n a is s a n c e A rt.
Study o f the emergence of a new style in
Florence and its development during the period
139 0 -1 4 4 0 and after. Topics discussed include
humanism in art, historicism, scientific meth
od, secularization, and the artist’s role in
society. Offered alternately with ARTH 26.
Not offered 1985-86.
26. M ic h e la n g e lo and H is T im e s .
Michelangelo’s art, architecture, poetry, and
artistic theory in relation to his Quattrocento
predecessors and High Renaissance contempo
raries. Topics include classicism, art as prob
lem-solving, definition of genius, the idea of the
canon in art, the rise of art criticism, and
Mannerism.
Not offered 1985-86. Kitao.
28. B a ro q u e A rt.
European art o f the 17 th century. Special
problems considered include: the impact of the
Catholic Reformation on art and artists, the
question of reality and illusion, the nature of
allegory and propaganda in art, the rise of
academies and the art market, and the spread of
the Baroque style through the Low Countries,
France, and Spain. Artists considered include
Caravaggio, Bernini, Velazquez, Poussin, Ru
bens, and Rembrandt.
Not offered 1985-86. Kitao.
29. A r t s of A fric a .
A historical survey, this course explores African
political, religious, and social systems o f dif
ferent epochs through the visual arts. The
purpose is to define the role of art in a
traditional African context. Topics include arts
o f leadership, arts of divination, funerary arts,
rites o f passage, and masquerade as total art.
Emphasis is placed on the relationship between
social structure, artistic expression, and sym
bolic thought. Also considered are the role of
the artist in African society, the aesthetic values
o f different cultures, canons o f form, and
stylistic change. No prerequisite.
Not offered 1985-86.
69
Art
30 . M o d e rn A rc h ite c tu re .
Architecture in Europe and the United States
1750 to the present. The prerequisite is waived
for students in Engineering.
Not offered 1985-86.
sculpture, and printmaking, as well as the
traditional crafts and decorative arts. Strong
emphasis will be placed on viewing art in
relation to its larger historical context.
Not offered 1985-86. Brizendine.
3 2. N in e te e nth C e n tu ry A rt.
Developments in European painting and sculp
ture from the late 18th century through the
Post-Impressionist generation of Cezanne, van
Gogh, and Gauguin. Relevant social, political,
economic, and cultural contexts are considered.
Fall semester. Hungerford.
48. Is la m ic A r t
An introduction to the art and architecture of
the Islamic world. Emphasis will be on the
development of a characteristic Islamic form of
expression and its major regional and dynastic
manifestations.
Not offered 1985-86. Cothren.
35. T w e n tie th C e n tu ry A rt.
Painting and sculpture from the Post-Impres
sionists to the present, considered in the
context of relevant social, political, economic,
and cultural factors. The course focuses on art
in W estern Europe through the outbreak of
W orld W ar II and then turns to developments
in the United States beginning c. 1940.
Spring semester. Hungerford.
49. C o llo q u iu m on Is la m ic Paintin g.
After a brief introduction to the nature of
Islamic art, this course surveys the historical
evolution of Islamic painting from A.D. 691 to
A.D. 1548. Emphasis is on the development of a
narrative tradition for the illustration o f Persian
poetic and historical texts from the 14th to the
16th centuries, culminating in a detailed study of
the lavish Shahnama of Shah Tahmasp, a project
which occupied the most important painters of
the period (c. 1522-35).
Not offered 1985-86. Cothren.
37 . A m e ric a n A r t
Painting and sculpture in the United States
from the Colonial Period to the present, with
special attention to the relationship between
developments in American art and those in
Western European art.
Not offered 1985-86. Hungerford.
4 5. A r t s of C h in a
This course is an introduction to the religious
and secular arts o f China from the neolithic
period through the 1980s with special emphasis
on art in relation to a broad historical context.
W hile the course will focus on painting,
sculpture, and the usable arts, architecture,
gardens, and city planning will also be discussed.
Fall semester. Brizendine.
46. B u d d h ist and H in d u A rt.
The course will deal first with the rise of
Buddhist art in Indian Asia and its later
manifestations in China, Korea, and Japan. It
will then turn to Hindu art of India and South
east Asia. Throughout the course, art will be
treated with special reference to religious,
cultural and political contexts.
Spring semester. Brizendine.
47 . A r t s of Ja p a n .
This course is intended to introduce the arts of
Japan from ca. 6 0 0 0 BCE through the present
era. Topics will include the arts o f Shinto and
Buddhism, architecture, ceramics, painting,
70
52. M o d e rn is m in A m e ric a n A r t and
Lite ra tu re , 1870-1930.
(Also listed as English 8 5 .) An interdisciplinary
study of the origins, ideology, and development
o f modernism and anti-modernism in American
culture between 1870 and 1930, using ap
proaches from the fields of art history, American
studies, and literary criticism. Artists include
Eakins, Homer, Cassatt, the Ashcan school, the
" 2 9 1 ” group, Hopper, and W ood; writers
include James, Wilkins Freeman, Crane, Fitz
gerald, William Carlos Williams, and Nathanael
West.
Prerequisites: one introductory course in English
and one in Art History.
Not offered 1985-86. Hungerford and Schmidt.
55. Philadelphia: C ity and
A rc h ite c tu re .
Architecture and urban forms, focusing on
Philadelphia, in relation to the Europe of
Neoclassicism, Georgian and Victorian London,
Paris of the Second Empire, the Chicago School,
the International Style, and Post-Modernism;
topics include orthogonal planning, Penn’s
idealism, the row house phenomenon, the
Centennial Exhibition, urban renewal and his
toric preservation.
Fall semester. Kitao.
56. Rom e’s Le ga cy.
History of architecture and urban planning
focusing on the classical tradition in the cities
and buildings in the major cities of Europe. The
topics for discussion include the Classical Order;
the castrum and the axial plan; the agora, the
forum, and the piazza; Italian hill towns; scientific
methods; the aesthetics of regularity; the ideal
church and the ideal city; the palazzo and the
villa; fortifications; streets and vistas; Baroque
Rome; the rhetoric of the facade; and town
houses and town planning.
Not offered 1985-86. Kitao.
74. H is to ry of Photography.
Origins and development of photography as a
form of artistic expression and cultural com
munication, with emphasis on the 19th and early
20 th centuries.
Not offered 1985-86. Hungerford.
75. C in e m a a s Ic o n ic D is co u rse .
Cinema as visual and narrative art; close analysis
of a few selected works (Blue Angel, Thirty-nine
Steps, Rules o f the Game, Citizen Kane ) in the first
half, followed by a historical survey and study of
principal critical and semiotic theories. Em
phasis on Bergman. Screening, lectures, discus
sions, papers, and filming exercises. Class
limited to twenty, primarily advanced students.
Fall semester. Kitao.
variety of media, including painting, architecture,
sculpture, literature, and possibly film.
Not offered 1985-86. Brizendine.
92. T h e D e -D efinitio n of A rt: Is s u e s in A rt
S in ce 1945.
After surveying major movements in art from
the end of the Second W orld W ar until the
mid-Seventies and examining the critical and
theoretical literature which has emerged with the
new art, the course will focus on the art of the
late seventies and eighties. Emphasis will be
placed on the role of the artist and the gallery in
the contemporary art scene. Students in the
course will have the opportunity to make a
number of field trips to galleries in Philadelphia,
Washington, D.C., and New York, and will be
involved in the organization and installation of
an exhibition in the W ilcox Gallery as well as in
writing an extensive catalogue to accompany the
show thus gaining experience in the problems of
gallery management, exhibition planning and
design, and handling works of art.
Not offered 1985-86. Brizendine.
93. S p e cia l T o p ic : T h e C ity as A rtifa ct.
Analytical study of visual and physical aspects of
cities in history from the dawn of civilization to
the modern megalopolis.
Offered occasionally. Kitao.
85. A rc h ite c tu ra l T h e o ry : Design,
T h o u g h t, and Cu ltu re .
Topics discussed include functionalism, classi
cism, theory of structure and decoration; build
ings as objects and environmental constructs;
architecture in relation to urban planning and
systems design; architecture and behavioral
sciences; architecture as metalanguage; archi
tectural semiotics; architecture in relation to
history and culture. Readings cover Sullivan,
Viollet-le-Duc, Ruskin, Alberti, and Vitruvius
as well as more recent theories by Lynch,
Alexander, Norberg-Schulz, Venturi, Eco, and
Tafuri.
Instructor’s consent.
Not offered 1985-86. Kitao.
95. S p e cia l T o p ic : V isu al S e m io tic s.
Theory of signs as applied to artifacts and visual
phenomena,including clothing, gestures, art and
architecture, everyday objects, and advertising.
Offered occasionally. Kitao.
91. S p e cia l Top ic: A s ia n Landscape.
The course will examine the concept of land
scape arid the existence of landscape as a genre in
the arts of China and Japan from a variety of
points of view, including conceptual, geograph
ical, geological, and formal. W e will consider a
99. S e n io r T h e s is .
Contingent on departmental approval, a twocredit thesis in the fall semester of the senior year
may be substituted for Art History 9 7. For
Course majors in A rt History only.
Fall semester. Staff.
96. D ire cte d Reading.
Staff.
97. T h e o ry and M etho dolog y.
This one-credit seminar, which is required for all
course majors in art history and is normally
taken in the senior year, focuses on the process
of art historical inquiry. Non-majors are ad
mitted only with the permission of the instructor.
Spring semester. Kitao.
71
Art
SEMINARS
Seminars are open to all majors with the consent
o f the instructor; for students preparing for
External Examination an appropriate course
with an attachment may be substituted for a
seminar in the event that seminar is not offered
during the two years in which the student is
eligible to take seminars.
132. N in e te e n th C e n tu ry A rt.
Fall ami spring semesters 1986. Hungerford.
135. T w e n tie th C e n tu ry A rt.
Fall semester 1986. Hungerford.
146. C h in e se P aintin g.
Not offered 1985-86. Brizendine.
114. Late A n tiq u e and E a rly C h ris tia n A rt.
Not offered 1985-86. Cothren.
149. Is la m ic P a intin g.
Not offered 1985-86. Cothren.
117. G o th ic A r t
Spring semester 1987. Cothren.
191. S p e c ia l T o p ic s .
Staff.
125. Ita lia n R e n a is s a n c e A rt.
Not offered 1985-86. Kitao.
195. T h e s is .
Staff.
126. M ic h e la n g e lo .
Fall semester. Kitao.
197. T h e o r y and M e th o d o lo g y.
Spring semester 1987 . Cothren.
128. B a ro q u e A r t
Not offered 1985-86. Kitao.
Studio Arts
Studio A rts courses meet six hours weekly in
two three-hour sessions; all courses are for full
course credit unless otherwise noted. Studio
A rts courses are subject to the College’s limit
on Creative Arts courses (see p. 5 2 ). Studio
A rt I is the usual prerequisite for studio arts
courses; it may be waived by presenting a
portfolio.
1. In tro d u c tio n to S tu d io A rts .
Explorations in the visual description and
construction o f objects and ideas; problems in
drawing, color, and three-dimensional form.
Attention will be given both to the theoretical
aspects of the work and to the development of
studio techniques.
Each semester. Batchelor and Meunier.
3. D ra w in g .
W ork in various media directed toward a
clearer perception o f space, light and form. A
course for all levels of ability. Weekly outside
drawing problems and a final project.
Each semester. Batchelor.
4. S c u lp tu re .
This course will cover a wide range of sculptural
concepts and techniques, from traditional to
contemporary. These techniques will include:
72
clay modeling, casting, multi-media assemblage,
and wood construction.
Each semester. Meunier.
5. C e ra m ic s I.
Ceramics for beginners. Introduction to hand
building and wheel techniques, and artistic use
of these techniques.
Fall semester. Nagata.
6. Ph o to gra p h y.
Introduction to the technical processes and
visual and theoretical concepts of photography,
both as a unique medium and as it relates to
other forms of non-photographic composition.
Each semester. Meunier.
7. C e ra m ic s II.
Artistic expression in clay forming, glazing and
firing (raku, low-fire, stoneware and some
porcelain).
Prerequisite: StuA 5 or equivalent.
Not offered 1985-86. Nagata.
8. P aintin g.
Investigation in oil paint of pictorial structure
and o f the complex nature o f color— how it can
define surface, space, light, temperature and
mood.
Each semester. Batchelor.
9. P rin tm a k in g .
Techniques of intaglio, serigraph, woodcut, and
the aesthetic possibilities of these techniques
singly and in combination.
Not offered 1985-861 Exon.
10. Life D ra w in g .
W ork in various media directed toward a
clearer perception of the human form in nature
and in art. Although the course centers on
drawing from the model, many other natural
forms are utilized in order fully to establish a
student’s appreciation of the visual world.
Not offered 1985-86. Exon.
13. A d v a n c e d D ra w in g .
Each semester. Batchelor.
14. A d v a n c e d S c u lp tu re .
Each semester. Meunier.
15. A d v a n c e d C e ra m ic s .
Tutorial in ceramics; special emphasis on
personal development in explorative glazing;
decorative techniques with slips, colors, tex
tures; and understanding o f firing processes.
Admission by consent of the instructor.
Fall semester. Nagata.
16. A d v a n c e d Ph o to gra p h y.
Each semester. Meunier.
18. A d v a n c e d Paintin g.
Each semester. Batchelor.
19. A d v a n c e d P rin tm a k in g .
Not offered 1985 -86. Exon.
20. S p e c ia l S tu d ie s .
Staff.
73
Asian Studies
Coordinator: ALFR ED H. BLOOM
The Asian Studies Program provides an opportunity for students to become familiar with the
traditions and cultures o f East, South, and
Southeast Asia. By fulfilling the requirements
indicated below students may graduate with a
Concentration 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 o f one or two
disciplines to more than one of these areas. The
concentration is open to majors in all depart
ments.
A student intending to concentrate in Asian
Studies should submit a program proposal for
approval by the Asian Studies faculty by the
end o f the Sophomore year. The proposal
should be the result o f discussion with a
member o f the Asian Studies faculty drawn,
whenever possible, from the student’s major
department. It will explain what the student
intends to undertake and how the Asian
Studies Concentration will relate to his or her
departmental major. Insofar as possible the
courses or seminars required for the major and
those for the Concentration should be chosen
in a way that will comprise a well integrated and
focussed program.
Each concentration must include at least five
Asian Studies credits. A t least three o f them
must be outside the major department and
must be chosen from at least two other
departments. In order to provide students with
a common experience, a shared basis for
identification and discussion, and a basic
preparation for continuing study in the Asian
area, each candidate in addition will normally
be required to include in his or her program
two o f the following courses: History 9
(Chinese Civilization), History 72 (Japanese
Civilization), Religion 2 (Patterns o f Asian
Religions), Religion 10 (The Hindu Tradition),
Religion 11 (The Buddhist Tradition). Finally,
in the senior year each student must either
write a major research paper on a topic
approved by the Asian Studies Committee
followed by an oral examination administered
by the Committee, or take a comprehensive
examination administered by the Committee
74
on the program he or she has set out. A thesis or
major paper written for another department
may, with the approval o f the Committee, and
with an oral examination administered by the
Committee, be substituted for this require
ment.
Courses and seminars presently offered that
count toward fulfillment o f the Asian Studies
Concentration:
D e p a rtm e n t of A r t
4 5. Arts o f China
4 6 . Buddhist and Hindu Art
4 7 . Arts of Japan
91. Asian Landacape
146. Chinese Painting
D e p a rtm e n t of H is to ry
9. Chinese Civilization
72. Japanese Civilization
74. Modern China
75. Modern Japan
77. China: the Politics o f History
144. Modern China
D e p a rtm e n t of M o d e rn La n g u a g e s
1B-2B Introduction to Mandarin Chinese
3B, 4B Second-year Mandarin Chinese
11. Third-year Chinese
12. Chinese Literature in Translation
15. The Chinese Language
9 3. Directed Reading
One credit o f first- or second-year Chinese may be
counted toward the concentration. All work at the
third-year level or above may be counted.
D e p a rtm e n t of M u s ic
8 . Music o f the Orient
D e p a rtm e n t of P o litic a l S c ie n c e
19. Comparative Communist Politics
2 0. Politics o f China
4 0 . The Vietnam W ar
107. Comparative Communist Politics
D e p a rtm e n t of R eligion
2. Patterns o f Asian Religions
10. The Hindu Tradition
11. The Buddhist Tradition
3 1. Confucian Traditions in China, Korea,
Japan
3 2 . Religion in East Asia
3 9 . Chinese Religious Texts
103. Asian Religious Thought
104. Religion in Southeast Asia
A s ia n S tu d ie s
9 3 . Directed Reading
9 6 . Concentration Paper
Other courses and seminars which include
Asian materials (see departmental listings for
year offered):
D e p a rtm e n t of E c o n o m ic s
11. Economic Development
3 1 . Comparative Economic Systems
106. Comparative Economic Systems
109. Economic Development
D e p a rtm e n t of R e ligion
13. Comparative Religious Mysticism
29. Religious Belief and Moral Action
101. Religious Perspectives East and West
D e p a rtm e n t of S o c io lo g y and
A n th ro p o lo g y
3 0 . Religion as a Cultural Institution
107. Religion as a Cultural Institution
In planning their programs, students may wish
to consult one o f the following Asian Studies
faculty members: Alfred H. Bloom (Linguis
tics), Curtis H. Brizendine (A rt), T. Kaori Kitao
(A rt), Gerald Levinson (Music), Lillian M. Li
(H istory), Kenneth C. Luk (Modern Languages), Steven I. Piker ( Sociology'Anthropol
ogy), Donald K. Swearer (Religion), or VivianLee Nyitray (Religion).
Students concentrating in Asian Studies should
be aware o f the opportunities which exist
outside o f Swarthmore for Asian language and
Asian area studies: cross-registration at Bryn
Mawr, Haverford, and the University o f Penn
sylvania during the regular academic year;
study at institutes such as the Middlebury
College Summer Language School during the
summer; and overseas programs in India, Sri
Lanka, Japan, Hongkong, the People’s Republic
o f China, and the Republic o f China (Taiwan).
Overseas programs will normally be under
taken during the junior year and presuppose
work in Asian Studies. Students who are
interested in participating should plan well in
advance so that they can take the necessary
prior work as well as fulfill their other academic
obligations while at Swarthmore. W ork done
abroad, as well as Asian languages studied
outside o f Swarthmore, may (with the pro
visions stated for Chinese language above) be
counted toward the concentration.
75
Astronomy
JO H N E. G A U S T A D , Professor, Chairman, and Director of Sproul Observatory 1
W U L F F D. H E IN TZ , Professor and Acting Chair 4
Astronomy deals with the nature of the
universe about us and the methods employed
to derive the laws underlying the observed
phenomena. The department offers introduc
tory courses for students in all divisions (A str.
1 to 4 ) and for science students (5 to 9 ).
Various topics o f astronomy and astrophysics
are considered in detail in advanced courses,
normally given in alternate years.
The principal telescope, the 61 cm. Sproul
refractor with a focal length of 1 1 metres, is
used for research on the distances, motions,
orbits, and masses o f stars by means o f visual
and photographic observations. It has been in
constant operation since 1912. Other equip
m ent includes a high-precision measuring
machine for the photographs, installed in 1971,
photoelectric and photographic photometers,
and a Brashear micrometer. A 6 1 -cm. reflector
equipped with a high-resolution spectrometer,
operated in conjunction with the Physics
department, is available for solar and stellar
spectroscopy. A 15-cm. refractor and a 20-cm .
reflector are used for instruction and for
student projects. The Astronomy Library
possesses a large collection o f research publica
tions. Visitors’ Nights at the Observatory are
announced in the monthly calendar o f the
College.
REQUIREMENTS AND RECOMMENDATIONS
Students who intend to major in Astronomy
should plan to take Mathematics 5 , 6 and
Physics 3 , 4 in their freshman year. Physics 14,
15,an doneorm oreofM athem atics 1 6 ,1 8 ,2 3 ,
or 3 0 should be undertaken in the sophomore
year. Astronomy 5, 6 can be completed in
either the freshman or sophomore year.
An Astronomy major is required to complete
1. In tro d u c to ry A s tro n o m y .
A one-semester course which highlights the
scientific investigation o f the universe by
observation and theory, and includes the basic
notions o f physics as needed in astronomical
applications. Topics include astronomical in
struments and radiation; the sun and planets;
properties, structure, and evolution o f stars;
the Galaxy and extra-galactic systems; and the
origin and evolution o f the universe. Three
class periods each week plus evening labs.
Fall semester. Heintz.
1 Absent on leave, fall semester, 1985.
76
eight credits which include Astronomy 5 , 6 ,
2 1, 2 2 , and 5 9.
In collaboration with the Department of
Physics, the Department offers a Special Major
in Astrophysics, requiring a minimum o f eight
courses in Physics and four courses in Astron
omy. Interested students should consult the
Chairman o f either department.
3. F ro n tie rs of A s tro n o m y .
Exploration in depth of a few topics o f current
interest, such as evolution o f stars and the
black-hole problem, planetary exploration,
search strategies for cosmic life, advances in
astronomical instrumentation, missing mass in
the universe.
Prerequisite: Astronomy 1.
Spring semester. Heintz.
4. C o n ce p ts o f the C o s m o s .
A history-oriented introduction, with emphasis
4 Fall semester, 1985.
on the oriental and hellenistic development of
astronomical and mathematical methods, the
motions o f the celestial sphere, and the
evolution of observation and astrophysics in
the 2 0 0 years from Halley to Einstein. Includes
nighttime observing sessions.
Not offered 1985-86.
5 ,6 . G e n e ra l A s tro n o m y I, II.
Intended for science students, these courses
introduce the methods and results of astronomy
and astrophysics, making use of basic physical
and mathematical principles. They are pre
requisites for courses numbered 2 1 and above.
Fall: Celestial coordinates. Astronomical in
struments. Laws of physics relevant to astron
omy. Observed properties of stars. Stellar
structure and evolution. Star clusters. Celestial
mechanics. Binary stars.
Spring: Interstellar matter. The Milky Way
Galaxy. Galaxies and quasars. Cosmology. The
Sun. The Solar system.
Prerequisite: Mathematics 5 or equivalent.
Corequisites: Physics 3 and 4.
Fall semester: Heintz. Spring semester: Gaustad.
9. In tro d u c tio n to M e te o ro lo g y .
The elements of weather, its recording and
prediction. Structure and dynamics of the
atmosphere. Includes regular weather observa
tions and comparison with maps.
Prerequisites: Mathematics 5 , 6 , or equivalent.
Not offered 1985-86.
2 1 ,2 2 . T h e o re tic a l A s tr o p h y s ic s I, II.
Techniques applied to the physical interpreta
tion o f astronomical phenomena. Topics in
clude electromagnetic processes in space, quan
tum and relativistic astrophysics, radiative
transfer in stellar atmospheres, interpretation
of stellar spectra, and stellar structure and
evolution. Problems and projects will be
assigned.
Prerequisites: Astronomy 5 , 6 ; Physics 14, 15,
or consent of instructor.
Not offered 1985-86.
2 3. M e th o d s of O b s e rv a tio n a l
A s tro n o m y .
Theory and practice in the techniques of
modern optical astronomy. Instrumentation:
Telescopes, spectrographs, photometers, elec
tronic detectors, measuring equipment. Spec
tral classification; data analysis. The photo
graphic process. Students will undertake
projects using the Swarthmore telescopes.
Prerequisites: Astronomy 5, 6 .
Not offered 1985-86.
55. P la n e ta ry S c ie n c e .
Methods and results of the exploration of the
solar system. May be taken as a writing course
(containing literature surveys and papers).
Prerequisite: Astronomy 6 .
Not offered 1985-86.
5 6 . C o s m o lo g y .
General relativity and the theoretical frame
work of cosmology. W orld models. Optical
and radio results on galaxies and quasars.
Prerequisites: Astronomy 5 , 6 ; Mathematics 6 .
Spring semester. Heintz.
59. P o sitio n a l A s tro n o m y .
Coordinate systems and transformations; fun
damental and apparent positions; propermotion and binary-star analysis.
Prerequisite: Astronomy 6 .
Fall semester. Heintz.
61. C u rre n t P ro b le m s in A s tro n o m y
and A s tro p h y s ic s .
The course will involve reading and discussion
o f selected research papers from the astro
nomical literature. Instruction will be given in
techniques of journal reading, use o f abstract
services, and other aids for the efficient
maintenance of awareness in a technical field.
Not offered 1985-86. Gaustad.
66. P e c u lia r S ta rs .
A study of the observed properties and
physical models for variable stars, novae,
supernovae, white dwarfs, neutron stars, black
holes, and stars with peculiar spectra.
Prerequisites: Astronomy 5, 6 ; Physics 15.
Not offered 1985-86.
93. D ire c te d R eading.
Staff.
94. R e s e a rc h P ro je c t.
Staff.
77
Biology
JO H N B. J E N K IN S , Professor
ROBERT E. SAVAGE, Professor
N A N C Y V. H A M L E T T , Associate Professor 3
M A R K J A C O B S , Associate Professor
BR UC E M O LH O LT, Visiting Associate Professor
JA C O B W EINER, Associate Professor 3
T IM O T H Y C. W IL L IA M S , Associate Professor and Chair
J O N A T H A N CO P E LAN D , Assistant Professor
GREGORY L. FLO R AN T, Assistant Professor
S C O T T F. GILBERT, Assistant Professor
RACH EL A . M ERZ, Assistant Professor
R A R S A R A Y. S T E W A R T , Assistant Professor and Associate Chair
A L A N J . T E S S IE R , Lecturer
TED D R. GOUN DIE, Assistant
GLORIA U. ROSEN, Assistant
The student may be introduced to biology by
enrolling in Biology 1 and Biology 2. Either
course may be taken first. A diversity of
intermediate and advanced courses, some o f
fered in alternate years, affords the student the
opportunity of building a broad biological
background while concentrating, if desired, in
some specialized areas such as cellular and
molecular biology, or organismal and popula
tion biology. Intermediate courses are num
bered 10-50; courses numbered beyond 5 0 are
advanced. A special major in biochemistry is
offered in cooperation with the Department of
Chemistry (cf. Chemistry). A special major in
psychobiology is offered in cooperation with
the Department o f Psychology (cf. Psychology).
REQUIREMENTS AND RECOMMENDATIONS
Students electing a Course major in Biology
should include the following supporting sub
jects in addition to the minimum o f eight
courses composing the major: introductory
chemistry, at least one semester o f organic
chemistry, and two semesters o f college math
ematics. These courses should be completed
before the senior year. Introductory physics is
strongly recommended, and is prerequisite to
some departmental offerings. Further, it should
be noted that medical schools and graduate
schools in biology require introductory physics
for admission.
Students majoring in Biology must take at least
one course in each o f the following three
groups: I, cell and molecular biology (i.e. 20 ,
2 1, 3 2 , 3 4 , 3 8 , 5 1, 5 3 , 5 6 , 5 8 , 7 4 ); II,
organismal biology (i.e. 1 2 ,2 8 ,3 1 ,3 6 ,3 7 ,5 2 ,
5 7, 7 3, 7 8 , 178); III, populational biology (i.e.
1 0 ,1 7 , 2 5, 4 0 , 5 0 , 6 8 , 6 9 , 7 0 ,1 6 0 ) .
Specific recommendations and options for
biology are published each year in The Biology
Handbook, which is presented to students who
have been accepted as majors in the department.
EXTERNAL EXAMINATION PROGRAM
Qualified students may prepare for External
Examinations in areas such as animal behavior,
3 Absent on leave, 1985-86.
78
cell or developmental biology, ecology, evolution, genetics, microbiology, plant or animal
physiology via seminars or combinations of
courses. Admission to the Honors Program is
based on academic record and completion of
prerequisites for the courses or seminars used
in preparation for external examination. De
partmental requirements in chemistry and
mathematics must also be fulfilled. Students
majoring in Biology include Thesis, Biology
180, as part of their external examination
program.
1. C e llu la r and M o le c u la r B iology.
An introductory study o f phenomena funda
mental to living systems illustrated by examples
drawn from the fields o f microbiology, cell
biology, genetics, and developmental biology.
Emphasis is upon the means by which biologists
have attempted to elucidate these phenomena
rather than upon a survey o f them.
One laboratory period per week.
Enrollment limited to 150.
Fall semester. Staff.
2. O rg a n is m a l and P o pulation Biology.
An introduction to the study o f whole organ
isms, chiefly the higher plants and animals.
Stress is placed on adaptive aspects o f the
morphology and physiology o f organisms,
their development, behavior, ecology, and
evolution.
One laboratory period per week.
Enrollment limited to 150.
Spring semester. Staff.
10. H u m a n Evo lu tio n .
Cross-listed with Sociology/Anthropology 10.
(cf. Sociology/ Anthropology).
12. T h e V e rte b ra te s .
A consideration o f the anatomy o f vertebrate
classes from an evolutionary viewpoint. Struc
ture and function o f particular vertebrate
organs are emphasized. Laboratory exercises
include dissection, physiological demonstra
tions, films, an introduction to basic histology,
and when possible, radiographic presentations.
One laboratory period per week.
Prerequisites: Biology 1, 2.
Enrollment limited to 24.
Spring semester. Florant.
17. S y s te m a tic Botany.
Principles and methods of plant systematics
approached through the classification and
identification o f the major families of vascular
plants. Emphasis is upon the flora of the
northeastern United States. The course is open
to biology majors and interested non-majors.
Two lecture-laboratory periods or field trips
per week.
Prerequisites: Biology 2 or consent of instructor.
Enrollment limited to 16.
Not offered 1985-86.
18. B io lo g y and E c o lo g y of
L o w e r P la n ts.
Biology, systematics and ecology o f algae,
mosses, and liverworts. Lectures will focus on
morphology, phylogeny, and ecology o f lower
plants from an evolutionary perspective. Lab
oratory will focus on methods of collection,
identification, and culture, with an emphasis
on freshwater algae.
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Enrollment limited to 18.
Spring semester. Tessier.
20. G e n e tics .
An examination o f the transmission, structure,
and function o f the genetic material. The
course content includes the establishment of
Mendelism; the chromosome theory of inheri
tance; the expansion o f Mendelism; the identi
fication, structure, and replication o f the
genetic material; gene function; bacterial and
viral genetics; and the regulation o f gene
activity.
One laboratory period per week.
Prerequisite: Biology 1.
Enrollment limited to 3 2.
Spring semester. Jenkins.
21. C e ll Biology.
A study o f the ultrastructure and function of
cell components, cell division, biosynthesis of
macromolecules, and intermediary metabolism.
Laboratory exercises are designed to illustrate
the variety of approaches to findings in cell
biology.
One laboratory period per week.
Prerequisites: Biology 1, Organic Chemistry.
Enrollment limited to 32.
Spring semester. Savage.
25. A n im a l B e h a v io r.
Ethological studies o f animal behavior under
laboratory and natural conditions. Subjects of
study include primarily vertebrates and the
social insects. Class work involves both lectures
and seminar format. Laboratories consist of
79
Biology
field trips and small group projects in the local
area.
One laboratory period per week.
Prerequisites: Biology 2. Math 2 recommended.
Enrollment limited to 2 4.
Alternate years, fall semester. Williams.
2 8. C ro p P la n ts.
An introduction to the plants used as food by
man: their origins and evolution, growth and
development, nutritional value, production
methodology and breeding for yield improve
ment and pest resistance. Labs will examine the
preparation and processing o f crops for use as
food by man and will include several field trips
to production farms and experimental farms in
the area.
One laboratory period per week.
Prerequisite: Biology 2 , or permission o f the
instructor.
Spring semester. Jacobs.
2 9. N e u ro p h y s io lo g y .
Properties o f nerve, muscle, synapse, neuronal
networks, and intact nervous systems in inver
tebrates and vertebrates. Sensory processing,
developmental specificity, and learning will
also be discussed. The laboratory will provide
students experience with a number o f prepara
tions demonstrating functional aspects o f the
activity o f nerve cells.
One laboratory period per week.
Prerequisites: Biology 1 and 2.
Enrollment limited to 3 0 .
Fall semester. Copeland.
30. E n v iro n m e n ta l G e n o to x ic ity .
An examination o f toxic substances in our
environment which induce cancer and birth
defects. Emphasis is on the mechanisms of
action o f chemical and radiation carcinogens
and mutagens as deduced from human epi
demiology, animal experimentation, and mo
lecular biology. Solutions to problems posed
by human exposure to environmental genotoxins will be stressed.
Prerequisites: Biology 1, Chemistry 2 2 ; Biology
20 recommended.
Enrollment limited to 12.
Spring semester. Molholt.
31. E n d o c rin o lo g y .
This sophomore/junior level course will cover
the endocrine system in moderate detail. Each
o f the major endocrine glands will be discussed
80
with regard to histology, structure, and func
tion. Students will be asked to write papers on
specific endocrine topics or participate in on
going endocrine research in the department
(Laboratory Projects).
Prerequisites: Biology 1 and 2 ; 12, 2 1 , or 32
recommended.
Enrollment limited to 24.
Alternate years, fall semester. Florant.
32. M e m b ra n e M o le c u la r Biology.
An examination o f the structure and function
of biological membranes. Topics include struc
tural organization, lipid metabolism, energy
transduction, transport systems, and mech
anisms for the recognition and control of
cellular activity. Students are required to
present a major report on a selected area of
contemporary research in any area o f molecular
biology.
Prerequisites: Biology 1, Organic Chemistry.
Enrollment limited to 18.
Alternate years, spring semester. Stewart.
34. Im m u n o lo g y .
A survey o f the humoral and cellular mecha
nisms by which vertebrates recognize and
destroy material foreign to their bodies. Special
attention will be given to the cellular interac
tions leading to immunocompetency and to the
strategies whereby certain microorganisms,
tumors, and fetal cells avoid immune detection.
One laboratory period per week.
Prerequisites: Biology 1 and 2. 2 0 or 21
recommended.
Enrollment limited to 3 2.
Not offered 1985-86.
36. In v e rte b ra te Zoology.
The evolution and adaptive biology o f inver
tebrate animals. Consideration is given to
adaptive morphology, phylogeny, ecology, and
physiology o f invertebrates.
One laboratory period per week. Field trips.
Prerequisites: Biology 1 and 2.
Enrollment limited to 2 4.
Alternate years, fall semester. Merz.
37. P lant P h y sio lo g y .
A study o f the principal physiological processes
o f higher plants, including photosynthesis, gas
exchange, water and nutrient transport, miner
al metabolism, plant hormone action, and
environmental responses.
One laboratory period per week.
Prerequisites: Biology 1 ,2 , and Organic Chem
istry.
Enrollment limited to 2 0 .
Fall semester. Jacobs.
38 . M ic ro b io lo g y .
Biology of microorganisms with an emphasis
on aspects unique to prokaryotes. Topics
include microbial cell structure, metabolism,
physiology, genetics, and ecology- Laboratory
exercises include techniques for detecting, iso
lating, cultivating, quantifying, and identifying
bacteria.
One laboratory period per week.
Prerequisites: Biology 1, Chemistry 22.
Enrollment limited to 36.
Fall semester. Molholt.
39. E c o lo g y.
Introduction to factors controlling the distri
bution and abundance o f species. Topics
include interactions among organisms and their
environments, evolution, population dynamics,
life history theory, community structure and
function, nutrient cycling, and pollution ecol
ogy. Emphasis is on providing a basic introduc
tion to the many branches o f modern ecology.
Several field trips will explore both aquatic and
terrestrial ecosystems.
One laboratory period or field trip per week.
One weekend trip to Pocono Mountains.
Prerequisites: Biology 1 and 2.
Enrollment limited to 2 0 .
Fall semester. Tessier.
4 0. E vo lu tio n .
An introduction to the history and principles
of evolutionary biology. The course content
includes a brief history of evolutionary theory;
population: structure and concept; the princi
ple o f the equilibrium population; microevolutionary changes; the process of speciation; and
macroevolutionary changes that include se
lected evolutionary pathways.
Laboratory/discussion periods.
Prerequisites: Biology 1 and 2, or consent of
instructor.
Enrollment limited to 32.
Not offered 1985-86.
41. Is s u e s in B io lo g y and R eligion.
A historical survey and contemporary analysis
o f the interaction between biological and
physical theories and religious thought from
Biblical times to the present. Among topics
discussed will be the religion, biology, and
physics of Plato and Aristotle; the explanatory
theories o f Spinoza and Leibniz; Newtonian
physics and natural theology; Darwinian evoluion, God and ethics; religion in the light of 20th
century biology and physics.
The weekly laboratory meetings will be devoted
to special topics and lecturers.
Enrollment limited to 20.
Cross-listed with Religion 4 1 . Gilbert and
Urban (Religion).
Prerequisites: Biology 1 and 2 and a religion
course.
50. M a rin e Biology.
Ecology o f oceans and estuaries, including
discussions of physiological and structural
adaptations o f marine animals, plants, and
micro-organisms.
One laboratory period per week; several all-day
field trips.
Prerequisites: Biology 1 and 2.
Enrollment limited to 24.
Not offered 1985-86.
51. C e lls in C u ltu re .
The biology o f plant and animal cells as
revealed through studies on eukaryotic cells in
culturo. Discussions focus on cell surfaces,
growth, locomotion, transformation, and on
somatic cell hybridization studies. In the
laboratory, techniques of animal and plant cell
culture and o f somatic cell fusion are intro
duced. Students then undertake independent
investigative projects.
Continuing laboratory work.
Prerequisite: Biology 21 or consent of instruc
tor.
Enrollment limited to 12.
Fall semester. Savage.
52. D e v e lo p m e n ta l Biology.
An integration o f molecular and organismal
aspects o f animal development. Topics include
fertilization and embryonic cleavage, the for
mation o f representative organs, cell migration,
developmental genetics, pattern formation,
and the roles o f the cell surface in development.
Laboratory exercises investigate the develop
mental anatomy o f selected organisms in
normal and manipulated conditions, and mo
lecular aspects o f differential gene expression.
One laboratory period per week.
Prerequisites: Biology 2 0 or 21.
Enrollment limited to 18.
Fall semester. Gilbert.
81
Biology
53. V iro lo g y.
A study o f viruses with emphasis on their
molecular biology. Topics include techniques
for studying and cultivating viruses, virus
structure and replication, the interactions of
viruses and their hosts, and properties of
selected groups o f viruses. Laboratory exercises
use bacteriophage to demonstrate techniques
for studying viruses.
One laboratory period per week.
Prerequisite: Biology 21 or 3 8 . Biology 2 0
recommended.
Enrollment limited to 18.
Spring semester. Molholt.
5 6. H u m a n G e n e tics .
An examination o f human inheritance patterns
using techniques o f genetic analysis that are
appropriate to humans. Research into the
structure, function, organization, and regula
tion o f the human genome will be discussed,
along with applications o f current research.
Laboratory project.
Prerequisites: Biology 2 0 or permission of the
instructor.
Enrollment limited to 12.
Not offered 1985-86.
5 7. A n im a l P h y sio lo g y .
A comparison o f major physiological systems
among vertebrates. The endocrine, cardiovas
cular, renal, respiratory, and central nervous
systems are studied in detail. Emphasis is also
placed on physiological control processes in
volved in the various adaptations to unusual
environments. Laboratory exercises include
investigation o f physiological responses to
different stimuli in various species, including
humans.
One laboratory period per week.
Prerequisites: Biology 12; Physics 2 or 4
recommended.
Enrollment limited to 12.
Alternate years, fall semester. Florant.
58 . B io lo g ic a l C h e m is try .
Cross-listed with Chemistry 5 8 . (cf. Chemistry).
62 . B io m e c h a n ic s .
This course is designed to introduce biologists
to engineering theory and techniques for
application to the study o f the design o f
organisms. The basic principles o f solid and
fluid mechanics will be explored as they apply
to the morphology, ecology, and evolution of
82
plants and animals. Lectures, discussions of
recent papers, and laboratory and field experi
ments will be held.
Prerequisites: Biology 1, 2 and some other
biology course, or permission of the instructor.
Enrollment limited to 12.
Spring semester. Merz.
64. D e v e lo p m e n ta l N e u ro b io lo g y.
Development and regeneration o f neurons,
central and peripheral connections, and neu
ronal circuits, using invertebrate and vertebrate
nervous systems, from tissue culture to be
havior. The laboratory will introduce students
to a variety o f intermediate and advanced
techniques in neurobiology.
One laboratory period per week.
Prerequisites: Biology 2 9 and 2 1, or permission
of the instructor.
Enrollment limited to 3 0.
Spring semester. Copeland.
68. M ic ro b ia l E c o lo g y.
A study o f the interrelationships of micro
organisms and their environment with em
phasis on the biological, biochemical, and
physiological elements affecting microbial
populations and communities.
Seminar format and investigative laboratory
projects.
Prerequisite: Biology 38.
Enrollment limited to 12.
Not offered 1985-86.
70. P lant Ecology.
An advanced course which considers plant
individuals, populations and communities in
their relationships with their physical and
biological environments. Areas developed in
clude climatology, soil science, plant population
biology, competition, herbivory, plant com
munities and ecosystem analysis. Laboratory
and field work emphasize hypothesis formation
and the collection, analysis, and interpretation
o f data.
One laboratory period or field trip per week.
All Saturdays during the first half of the
semester must be reserved for field work.
Prerequisites: Concurrent or previous enroll
ment in Biology 3 9 and consent o f instructor.
Enrollment limited to 10.
Not offered 1985-86.
73. A n im a l O rie n ta tio n and M ig ra tio n .
An investigation of the long distance move
ments of animals, the sensory systems that
guide those movements and the physiological
mechanisms that stimulate and support migra
tion. Laboratory consists o f original research
projects. The course is conducted in seminar
format. Partial overlap with Biology 78.
Prerequisites: Biology 12 or 25 or permission
of the instructor. Physics and Math 2 are
recommended.
Enrollment limited to 12.
Not offered 1985-86.
74. D e v e lo p m e n ta l G e n e tics .
An investigation o f the various mechanisms
governing eukaryotic gene expression concen
trating on gene activity in early development
and on specific cases of differential gene
expression.
Seminar format.
Prerequisite: Biology 21, 5 2 , or permission of
instructor.
Enrollment limited to 10.
Alternate years, spring semester. Gilbert.
78. N e u ro b io lo g y and Be h a vio r.
A consideration of the mechanisms underlying
animal behavior. Areas of primary interest are
neurobiology, sensory physiology, orientation,
and biorhythms. Material is presented in both
lecture and seminar format.
Partial overlap with Biology 73.
One laboratory period per week.
Prerequisites: Biology 12 or 25 or permission
o f the instructor; Physics 2 or 4 . Math 2
recommended.
Enrollment limited to 12.
Not offered 1985-86.
93. D ire c te d R eading.
W ith the permission o f a staff member who is
willing to supervise it, a qualified student may
undertake a program o f directed reading in an
area o f biology not included in the curriculum,
or as an extension of one of his/her courses.
Fall or spring semester. Staff.
94. R e s e a rc h P ro je c t.
W ith the permission of the Department,
qualified students may elect to pursue a
research program.
Fall or spring semester. Stewart, Staff.
95. S e n io r L ite ra tu re Paper.
A senior paper is required of all senior Course
majors in Biology in satisfaction o f the require
ment o f a comprehensive examination for
graduation. However, students are not required
to enroll in 95 while writing the paper. Does not
count as a course for the major.
96. S e n io r R e s e a rc h Pa p e r.
W ith the permission o f the Department,
qualified students may elect to present a
research thesis in satisfaction o f the require
ment o f a comprehensive examination for
graduation. The research may be done under
the direction o f a scientist either at this college
or elsewhere, but the student must be the
principal investigator o f the research. Does not
count as a course for the major. Students are
not required to enroll in 9 6 while writing the
paper.
SEMINARS
157. A n im a l P h y s io lo g y S e m in a r.
See description o f Biology 5 7. Students are
expected to attend lectures given in Biology 57
and to participate in the laboratory. The
seminar laboratory consists of research projects
in animal physiology and seminar work.
One laboratory period per week.
Prerequisites: Biology 12; Physics 2 or 4
recommended.
Enrollment limited to 12.
Alternate years, fall semester. Florant.
160. R e h a v io ra l E co lo g y.
The study o f the evolution o f behavior as an
adaptation to an environment. Topics include,
but are not limited to, environmental factors
affecting social structure, optimal foraging
strategies, mating systems, coevolution and sex
roles. Topics covered will vary depending on
student interest but usually include a consid
eration o f primate social systems and their
relevance to human evolution.
Prerequisites: Biology 25 or 4 0 or 3 9 . Students
83
Biology
with preparation outside biology should seek
permission o f the instructor.
Enrollment limited to 12.
Alternate years, fall semester. Williams.
178. N e u ro b io lo g y and B e h a v io r
S e m in a r.
A discussion o f the mechanisms underlying
behavior. In addition to traditional discussions
o f sensory physiology and orientation, a large
segment o f the seminar is devoted to discussion
o f those preparations in which behavior can be
understood by the actions of a small number of
neurons. Relatively little time is spent on
vertebrate CNS function or brain function as
84
these topics are treated extensively in other
biology or psychology courses at the College.
Prerequisites: Biology 12 or 2 5, Physics 2 or 4,
or permission o f the instructor; Math 2
recommended.
Enrollment limited to 12.
Alternate years, spring semester. Williams.
180. T h e s is .
A research project is required o f Biology
majors who participate in the external examina
tion program. Students minoring in Biology
may elect to present a research thesis as part of
their external examination program.
Black Studies
Coordinator: S TEV EN I. PIKER
The purpose o f the Black Studies Program is
( 1 ) to introduce students to the history,
culture, society, and political and economic
conditions of Black people in Africa, the
Americas, and elsewhere in the world; and (2 )
to explore new approaches— in perspectives,
analyses and interdisciplinary techniques—
appropriate to the study of the Black experience.
Students in any department may add a Concen
tration in Black Studies to their departmental
major by fulfilling the requirements stated
below. Applications for admission to the
Concentration should be made in the spring
semester o f the sophomore year to the Coordi
nator of the Program. All programs must be
approved by the Committee on Black Studies.
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 minimum o f five
courses in Black Studies. These must include at
least three courses (which may include Black
Studies 91) outside the departmental major,
from at least two departments other than the
major.
Black Studies 91, Special Topics in Black
Studies, will take the form of a one-credit
tutorial (if there are three or fewer students in
any one year) or a seminar (if there are four or
more students), with all senior Concentrators
participating. The topics selected for reading,
class discussions, and the writing of seminar
papers will be drawn from a list of representa
tive works in Black Studies from a variety of
disciplines and perspectives and will depend on
the interests and backgrounds o f the partici
pants. The tutorial or seminar will normally be
taken in the spring semester of the senior year,
and will culminate in a comprehensive exami
nation administered by the Black Studies
Committee.
Courses o f the Black Studies Concentration are
listed below. Courses o f independent study,
special attachments on subjects relevant to
Black Studies, and courses offered by visiting
faculty (those courses not regularly listed in the
College Bulletin) may, at the discretion of the
Black Studies Committee, be included in the
Program. Students who wish to pursue these
possibilities should consult with the appropri
ate department and with the Black Studies
Committee.
E c o n o m ic s 26. S o c ia l E c o n o m ic s .
E n g lish L ite ra tu re 11. F ig u re s
in th e V eil.
E n g lish L ite ra tu re 14. In tro d u c tio n to
C o n te m p o ra ry A fr ic a n L ite ra tu re .
E n g lish L ite ra tu re 59. T h e B la ck
A m e ric a n W riter.
E n g lish L ite ra tu re 60. T h e
C o n te m p o ra ry B la c k W rite r of the
U n ite d S ta te s.
E n g lish L ite ra tu re 76. T h e B la ck
A fr ic a n W rite r.
E n g lish L ite ra tu re 77. F re e d o m and the
A fr ic a n W rite r.
E n g lish L ite ra tu re 121. M o d e rn
B la c k Fictio n .
H is to ry 7. T h e H is to ry of the
A fr ic a n A m e ric a n People.
H is to ry 8. A fric a .
H is to ry 53. B la c k C u ltu re and
B la c k C o n s c io u s n e s s .
H is to ry 56. E x -S la v e N a rra tiv e s .
H is to ry 58. T h e W o rld of D u B ois,
R o g e rs , and Diop.
H is to ry 63. S o u th A fric a .
H is to ry 67. T h e A fr ic a n in Latin
A m e ric a .
H is to ry 140. M o d e rn A fric a .
H is to ry 141. S ou th A fric a .
P o litic a l S c ie n c e 21. P o litic s of A fric a .
P o litic a l S c ie n c e 44. R ace, E th n ic ity ,
and P u b lic P o lic y .
85
Black Studies
R e lig io n 2 4. M a rtin L u th e r K in g , J r . ,
and the B la c k S tru g g le f o r F re e d o m
in A m e ric a .
R e lig ion 3 8. T h e R oots of the B la ck
F re e d o m M o v e m e n t in A m e ric a ,
1 8 6 5 -1 9 5 5 .
86
S o c io lo g y -A n th ro p o lo g y 27. A f r o A m e ric a n C u ltu re and S o cie ty.
S o c io lo g y -A n th ro p o lo g y 36. P e o p le s
and C u ltu re s of A fric a .
B la c k S tu d ie s 91. S p e c ia l T o p ic s in
B la c k S tu d ie s (s e n io r th e s is ).
Chemistry
EDWARD A . FEHNEL, Professor Emeritus and Lecturer 5
J A M E S H. H A M M O N S , Professor 2
ROBERT F. P A S TE R N A C K , Professor and Chairman 1
PETER T. T H O M P S O N , Professor
J U D IT H G. VO ET, Associate Professor and Acting Chair 4
JE FFR E Y A . C H A R O N N A T, Assistant Professor
A N N E. S H IN N A R , Assistant Professor
T H O M A S A . S TE P H E N S O N , Assistant Professor
ROBERT 0. FISHER, Lecturer
U R S U L A M . D AVIS, Assistant
M A R G A R E T M . LE H M A N , Assistant
N ITA H. S IC ILIA N O , Assistant
The aim o f the Department o f Chemistry is to
provide sound training in the fundamental
principles and basic techniques of the science
and to provide interested students with the
opportunity for advanced work in the main
subdisciplines of modem chemistry.
REQUIREMENTS AND RECOMMENDATIONS
The normal route for entrance to the advanced
level program is to take Chemistry 10 followed
by 2 2 , 3 2 . Students with especially strong precollege background in chemistry may be ad
vised to begin with Chemistry 2 2. Such
students will normally be asked to take a
placement examination. Students seeking Ad
vanced Placement credit may also be required
to take this examination. Consult with the
Department Chairman.
The minimum requirement for a major in
Chemistry is nine courses in the Department.
These must include Chemistry 10, 2 2 , 3 2 , 34,
3 6 , 4 5 and three additional courses o f which a
minimum o f two must have a laboratory. At
least one o f these courses should be selected
from Chemistry 5 2 , 5 7 , or 78. The second
laboratory course may be Chemistry 9 4 or 9 6 .
Students should note the Mathematics and
Physics prerequisites for Chemistry 3 4 ,3 6 and
4 5 . Those considering a major in Chemistry are
strongly urged to complete these prerequisites
by the end of the Sophomore year.
Those students planning professional work in
Chemistry should include in th eir programs a12
1 Absent on leave, fall semester, 1985.
2 Absent on leave, spring semester, 1986.
fourth semester of mathematics and at least two
additional courses in chemistry. Those wishing
to obtain a degree accredited by the American
Chemical Society should include both Chem
istry 57 and 76 in their programs. ACS
accreditation is useful for those who intend to
pursue a career in chemical industry. Further,
proficiency in reading scientific German, Rus
sian, or French is an asset to the practicing
chemist.
Research opportunities with individual staff
members are available through Chemistry 9 4,
9 6 and 180. Majors are encouraged to consult
the staff about current research problems
under investigation.
In collaboration, the Departments of Chem
istry and Physics provide for a Special Major in
Chemical Physics (see discussion of Special
Major, page 4 7 ), which offers students the
opportunity'to gain strong background in the
study of chemical processes from a micro
scopic, molecular point of view. Interested
students should consult the Chairmen of both
departments.
4 Fall semester, 1985.
5 Spring semester, 1986.
87
Chemistry
BIOCHEMISTRY SPECIAL MAJOR
In collaboration with the Department of
Biology, the Department o f Chemistry also
offers a Special Major in Biochemistry, which
provides the student with the opportunity to
gain a strong background in chemistry with
special emphasis on the application of chemis
try to biochemical and molecular biological
problems. The requirements include Chemis
try 10, 2 2 , 3 2 , 3 4 , 3 6 ,4 5 , 5 8 , and 7 8; Biology
1, (21 or 3 8 ), (5 3 or 74), and one other Biology
course chosen with the assistance of the
biochemistry advisor. Research opportunities
are available in both Biology and Chemistry
Departments. Interested students should con
sult the Chairmen of the two departments.
EXTERNAL EXAMINATION PROGRAM
Students preparing for the External Examina
tion program in Chemistry should complete
Chemistry 1 0 ,2 2 ,3 2 and 3 6 (o r 3 4 ), two years
o f college mathematics, and two semesters of
physics by the end of the sophomore year.
Preparation for each paper consists o f a
combination o f one course and one seminarcourse as follows: Organic Reaction Mecha
nisms ( 6 2 + 7 2 ); Quantum Chemistry ( 3 4 + 7 4 );
Physical Chemistry (4 5 + 7 5 ) ; Inorganic Chem
istry ( 3 6 + 7 6 ); Biological Chemistry ( 5 8 + 7 8 ).
A research thesis (1 8 0 ) must be included as one
o f the Papers. Interested students should
consult with the Chairman of the Department.
10. G e n e ra l C h e m is try .
A study of the central concepts and basic
principles o f chemistry; the interpretation of
chemical properties and reactions on the basis
o f equilibrium constants, oxidation potentials,
free energies, thermochemistry; atomic struc
ture; bonding and molecular structure; rates
and mechanisms o f chemical reactions.
One laboratory period weekly.
Fall semester. Voet and Staff.
2 2. O rg a n ic C h e m is try I.
An introduction to the chemistry of some of
the more important classes o f organic com
pounds; nomenclature, structure, physical and
spectroscopic properties, methods of prepara
tion and reactions o f alphatic and aromatic
hydrocarbons, halides and several types of
monofunctional oxygen compounds, with an
emphasis on ionic reaction mechanisms.
One laboratory period weekly.
Prerequisite: Chemistry 10.
Spring semester. Shinnar.
88
32. O rg a n ic C h e m is try II.
A continuation o f Chemistry 22 with emphasis
on more advanced aspects of the chemistry of
monofunctional and polyfunctional organic
compounds, multi-step methods o f synthesis,
and an introduction to bioorganic chemistry.
One laboratory period weekly.
Prerequisite: Chemistry 22
Fall semester. Charonnat.
34. Q uan tu m C h e m is try .
An introduction to some basic physical chemitry concepts at the atomic and molecular level
including particles and waves, elementary quan
tum theory, atomic and molecular structure,
valence bond and molecular orbital theory,
symmetry and group theory, spectroscopy,
statistical mechanics, and reaction rates..
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 18,
Physics 4 (o r 2).
Spring semester. Stephenson.
36. In o rg a n ic C h e m is try .
A study of the main group elements, acid-base
reactions, oxidation-reduction reactions, elec
trochemistry, and an introduction to transition
metal chemistry. Laboratory will emphasize the
preparation and analysis o f inorganic com
pounds.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 6 ,
and concurrent enrollment in Physics 4 (or 2).
Spring semester. Pasternack.
45. T h e rm o d y n a m ic s .
An introduction to some basic concepts of
physical chemistry including states of matter,
kinetic theory o f gases, laws of thermodynam
ics, chemical and phase equilibria, solutions,
and solid state structure.
One laboratory period weekly.
Prerequisites: Chemistry 10, Mathematics 18,
Physics 4 (or 2).
Fall semester. Stephenson.
5 2. O rg a n ic S tru c tu re D e te rm in a tio n .
Classroom and laboratory study of the prin
ciples and techniques involved in the elucida
tion of the structures of organic compounds.
Emphasis is placed on the correlation of
structure and properties of organic molecules
and on the theoretical principles underlying
various chemical and spectroscopic methods of
identification and structure determination.
One four-hour laboratory period weekly.
Prerequisite: Chemistry 2 2 , 32.
Spring semester. Fehnel.
57. In s tru m e n ta l C h e m ic a l A n a ly s is .
A study o f the principles and techniques of
modern instrumental analysis in chemistry.
Elementary electronics with emphasis on digital
logic and computer applications of data collec
tion and control in chemical analysis are
studied.
One four-hour laboratory period weekly.
Prerequisites: Chemistry 4 5 and concurrent
enrollment in Chemistry 34.
Spring semester. Thompson.
58. B io lo g ic a l C h e m is try .
An introduction to the chemistry o f living
systems: protein conformation, principles of
biochemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, inter
mediary metabolism, and molecular genetics.
Prerequisites: Chemistry 3 2 and Biology 1
(Biology 21 recommended).
Fall semester. Shinnar.
62. P o la r O rg a n ic R eaction
M e c h a n is m s .
A variety of topics in physical organic chemis
try including valence bond theory, stereo
chemistry, linear free-energy relationships,
thermochemistry, kinetics and mechanisms,
acid-base theory, nucleophilic aliphatic substi
tution, ionic addition and elimination reac
tions, aromatic substitution, and ionic re
actions of carbonyl compounds.
Prerequisite: Chemistry 32.
Fall semester. Hammons.
SEMINAR COURSES
The following single credit courses taught in
seminar style may be taken for course credit or
combined with other courses to prepare for
Papers in the External Examination Program.
72. A d v a n c e d O rg a n ic C h e m is try .
Topics will include symmetry, molecular orbital
theory, and free-radical, pericyclic, and photo
chemical reactions.
Prerequisite: Chemistry 32.
Fall semester. Not offered 1985-86.
74. A d v a n c e d Q ua n tu m C h e m is try .
Topics to be studied will be selected from laser
chemistry, molecular orbital calculations, spec
troscopy, quantum theory o f light, scattering
theory, group theory, and time-dependent
perturbation theory.
Prerequisites: Chemistry 3 4 and 4 5 and Math
ematics 16.
Fall semester. Not offered 1985-86.
75. A d v a n c e d P h y s ic a l C h e m is try .
Topics to be studied will be selected from more
advanced aspects o f thermodynamics and sta
tistical mechanics including interactions in the
gaseous and liquid states, the theory of solu
tions, and chemical reaction dynamics.
Prerequisites: Chemistry 3 4 and 4 5.
Spring semester. Thompson.
Not offered 1986-87 .
76. A d v a n c e d In o rg a n ic C h e m is try .
The study o f topics to be selected from
applications of symmetry and group theory;
transition metal chemistry; bonding; reaction
mechanisms; spectroscopy; organometallic
chemistry; bioinorganic chemistry; and solid
state chemistry.
Prerequisites: Chemistry 3 4, 3 6 , and 45 or
permission of the instructor.
Spring semester. Pasternack.
Not offered 1986-87 .
78. A d v a n c e d B io lo g ic a l C h e m is try .
Reading and laboratory projects in a few
important areas of current biochemistry, such
as enzyme structure and function, spectro
scopic methods, nucleic acid conformation,
89
Chemistry
mechanisms o f transcriptional and transla
tional control in bacteriophage and in higher
organisms, chromosomal organization in eu
caryotes, immunochemistry, and membraneassociated phenomena.
One four-hour laboratory period weekly.
Prerequisites: Chemistry 4 5 and 5 8 or permis
sion of the instructor. Prior or concurrent en
rollment in Biology 2 0 or 21 is recommended.
Spring semester. Voet.
STUDENT RESEARCH
All students who enroll in one or more research
courses during the academic year are required
to attend weekly colloquium meetings and to
make an oral presentation of the results of their
work during the spring semester.
94. R e s e a rc h P ro je c t.
This course provides the opportunity for
qualified students to participate in research
with individual staff members. Periodic group
meetings o f all participants will allow inter
change 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 more
than once.'
Each semester. Staff.
9 6. R e s e a rc h T h e s is .
Chemistry and biochemistry majors will be
provided with an option o f writing a senior
research thesis in lieu of taking comprehensive
examinations. Students must apply for the
thesis option by the beginning o f the second
semester o f the junior year and are strongly
urged to participate in on-campus research
during the summer between their junior and
senior years. The student will form an advisory
90
committee to consist of (but not be limited to)
two members o f the Chemistry Department,
one o f whom is to act as the student’s research
mentor. Whereas the details o f the research
thesis program will be determined by the
committee and the student, certain minimum
requirements must be met by all students
selecting this option:
i) A minimum of two credits o f Chem. 9 6 to
be taken during the last three semesters of
the student’s residence at Swarthmore.
ii) A minimum o f eight Chemistry courses
other than Chem. 9 4 an d /o r Chem. 9 6.
iii) A thesis based upon the student’s research
activity to be submitted prior to the last
week o f classes o f the final semester.
Guidelines for the preparation of the thesis
will be provided to the student.
Each semester. Staff.
180. R e s e a rc h T h e s is .
An opportunity for students in the External
Examination program to participate in research
with individual staff members. The thesis topic
must be chosen in consultation with some
member o f the staff and approved early in the
semester preceding the one in which the work is
to be done.
Each semester. Staff.
Classics
HELEN F. N O R TH , Professor and Chairman
M A R T IN O S TW A LD , Professor
GILRERT P. ROSE, Professor
B A R B A R A BURRELL, Assistant Professor
GARY FO R S Y TH E, Assistant Professor
W IL L IA M N. T U R P IN , Assistant Professor3
The Department of Classics offers instruction
in the various fields which constitute the study
of Greek and Roman culture. Courses num
bered from 1 to 2 0 are devoted to the Greek
and Latin languages and literatures. Courses
numbered from 21 onwards presuppose no
knowledge o f the Greek or Latin languages and
are open (except for 4 2 , 4 4 , and 5 2 ) without
prerequisite to all students; they deal with the
history, mythology, religion, archaeology, and
other aspects of the ancient world and include
the study of classical literature in translation.
Swarthmore College contributes to the Ameri
can Academy in Rome and the American
School o f Classical Studies in Athens, and its
students have the privileges accorded to under
graduates from contributing institutions (use
o f the library at both schools and consultation
with the staff). Swarthmore is also one of the
institutions sponsoring the Intercollegiate Cen
ter for Classical Studies in Rome, which
provides facilities for the study of Classics,
Archaeology, and Ancient History. Classics
majors, recommended by the Department, are
eligible to study at the Center, usually during
their junior year, either for one semester or for
two. Students of the classics are eligible for the
Susan P. Cobbs Scholarship and the Susan P.
Cobbs Prize Fellowship (see pp. 2 4 and 6 3 ).
REQUIREMENTS AND RECOMMENDATIONS
Greek, Latin, or Ancient History may be
offered as a major subject either in the Course
Program or in the External Examination Program, and as a minor subject in the latter
Program.
A student majoring in Greek or Latin in the
External Examination (Honors) Program or in
the Course Program should complete during
the first two years either Intermediate Greek or
Intermediate Latin.
In the Honors Program, a student majoring in
Greek is also expected to study Latin through
the intermediate level and a student majoring in
Latin is expected to study Greek through the
intermediate level before graduation.
Students minoring in either Greek or Latin in
the Honors Program should complete during
the first two years either Intermediate Greek or
Intermediate Latin.
A major in Greek or Latin in the Course
Program will consist of at least 8 courses in the
appropriate language above the introductory
level.
Students majoring in either the Honors Pro
gram or the Course Program are required to
take for at least one semester a course in prose
composition (Greek 9, 10, or Latin 9 , 10).
In the Honors program, three or four papers
constitute a major in Greek or in Latin.
Normally all or all but one of these will be
prepared for by seminars. Either Directed
Reading in a field in which a seminar is not
given (course 9 3 ), a thesis, or a course
supplemented by additional independent work
(i.e., an "attachm ent” ) may be used to prepare
for the remaining paper. A minimum o f two
papers constitutes a minor in Greek or in Latin,
at least one of which must be prepared for by a
seminar.
A major in Ancient History will consist of (1 )
Classics 4 2 , with attachments, ( 2 ) Classics 4 4 ,
with attachments, and ( 3 ) either or both of the
3 Absent on leave, 1985-86.
91
Classics
following: Greek 113, Latin 102. The prerequi
sites for Classics 4 2 and 4 4 are Classics 21 or
3 1 , and Classics 3 2 . For Greek 113 the
prerequisite is one year of Intermediate Greek;
for Latin 102, one year of Intermediate Latin.
A minor in Ancient History will normally
consist o f ( 1 ) and ( 2 ) above, with the specified
prerequisites.
Greek
1 -2 . In te n s iv e F ir s t -y e a r G re e k .
Greek 1 (fall) imparts a basic knowledge of
Ancient Greek grammar sufficient to equip the
student to begin reading after one semester. It
meets four days per week and carries 1 Vi
credits. Greek 2 (spring) is an introduction to
Greek literature. A major work of the Classical
period is read, usually a dialogue o f Plato. It
meets four days per week and carries 1 Vl
credits.
Year course. Rose.
9 ,1 0 . G re e k P ro s e C o m p o s itio n .
Course meets one hour a week. A requirement
for majors, this course is recommended in
conjunction with courses at the intermediate
level or above, to provide the student with
grammatical and stylistic exercise.
H alf course, one semester each year. Rose.
11. In te rm e d ia te G re e k R eading.
The main reading is Plato’s Apology.
Fall semester. Ostwald.
12. H o m e r.
Selections from either the Iliad or the Odyssey
are read in Greek; the remainder o f the poem is
read in translation.
Spring semester. Staff.
19. C o m p a ra tiv e G ra m m a r of G re e k
and Latin.
A study o f the phonology, morphology, and
inflection of Greek and Latin words derivable
from their common source, Proto-Indo-Euro
pean. Students should have some knowledge of
both Classical languages, but no prior experi
ence in linguistics is assumed.
Given in alternate years.
Fall semester. Not offered 1985-86. Rose.
91. S p e c ia l T o p ic s .
Readings selected to fit the needs of individual
seniors in preparation for their comprehensive
examinations.
Spring semester. Staff.
93. D ire c te d R eading.
A program o f independent work under the
supervision o f the instructor. It is open only to
advanced students and may be taken only with
the consent of the Department chairman.
Staff.
95. A tta c h m e n t.
Additional, independent work attached to an
advanced course, normally used to prepare for
an external examination, but available also to
Course students for the purposes described on
page 4 9 (Formats o f Instruction).
Staff.
Latin
1 -2 . In te n s iv e F ir s t -y e a r Latin.
An intensive course in the essentials of Latin
grammar aiming to provide sufficient knowl
edge o f the language to make possible the study
and appreciation o f Latin literature.
The course meets four times a week and carries
1 Vi credits each semester.
Year course. Forsythe.
9 ,1 0 . Latin P ro s e C o m p o sitio n .
The development of Latin prose style is
92
studied, with an analysis o f Latin texts and
extensive translation of English into Latin. A
requirement for majors, it is recommended in
conjunction with Latin 11 and Latin 12. The
course meets one hour a week.
H alf course. Forsythe.
11. In te rm e d ia te La tin : C a tu llu s.
The study o f Catullus is preceded by an
intensive, three-week review o f the funda
mentals of the language, accompanied by
readings in Latin prose.
Fall semester. North.
15. C o m e d y and S a tire .
A play of Plautus and representative examples
of Roman satire.
Fall semester. Forsythe.
12. In te rm e d ia te Latin: C ic e ro .
An oration and selected letters. This course is
designed to introduce students to a great
historical and literary figure of the Roman
Republic. It combines a study of his major
political and literary achievements with a
careful analysis of his prose style.
Spring semester. Staff.
91. S p e c ia l T o p ic s .
Readings selected to fit the needs of individual
seniors in preparation for their comprehensive
examinations.
Spring semester. Staff.
13. L ite ra tu re of the A u g u s ta n A g e .
Fall semester. Not offered 1985-86.
14. M e d ia e v a l Latin.
W orks chosen from the principal types of
mediaeval Latin literature (including religious
and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances)
are studied in this course.
Spring semester. North.
93. D ire c te d R eading.
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 Department chairman.
Staff.
95. A tta c h m e n t
Additional, independent work attached to an
advanced course, normally used to prepare for
an external examination, but available also to
Course students for the purposes described on
page 4 9 (Formats o f Instruction).
Staff.
Ancient History and Civilization
21. A n c ie n t G re e ce .
Greek thought, literature, and history from the
Homeric age to Plato, with emphasis upon the
interrelationships between the intellectual currents and the social, economic, and political
systems. Readings (in translation) include
Homer, Herodotus, Thucydides, Greek trag
edy and comedy, and Plato. Two lectures and
one discussion session per week. Two credits,
one in distribution group 2, one in group 3.
Satisfies prerequisite requirement for Classics
4 2 and advanced courses in the Department of
History. Counts as part o f a major in History.
Fall semester. Burrell, Rose.
31. H is to ry of G re e ce .
The course is devoted to the study o f the
political and social history of the Greek states
to the time of the Hellenistic kingdoms. Special
attention is given to the 6 th and 5th centuries
B.C. Considerable reading is done in the
primary sources in translation. Classics 31
meets the distribution requirement for Group
3 ; it counts toward a major in History , and also
serves as prerequisite for advanced courses in
History.
Fall semester. Not offered 1985-86. Ostwald.
32. T h e R om an R e pu blic and
A u g u s tu s .
A study of Rome from its foundation through
the reign of Augustus (7 5 3 B.C.-A .D . 1 4 ). The
following subjects will be considered in detail:
(1) The evolution of the republican constitu
tion, ( 2 ) Rom e’s wars o f expansion, ( 3 ) The
accompanying changes in Roman Society and
economy, (4 ) The Roman Revolution, ( 5 ) The
Augustan Principate.
Students will read the pertinent original sources
in translation as well as a selection of modern
viewpoints. There is no prerequisite. This
course meets the distribution requirement for
Group 3; it counts toward a major in History,
and also serves as prerequisite for advanced
courses in History.
Spring semester. Forsythe.
33. G re e k L ite ra tu re in T ra n s la tio n .
The works studied in this course range in time
from Homer to Plato and Aristotle and include
selected masterpieces o f epic, lyric and elegiac,
and dramatic poetry, history, and philosophy.
93
Classics
Lectures on the historical and cultural context
supplement class discussion.
Not offered 1985-86.
3 5. Latin L ite ra tu re in T r a n s l a t i o n C la s s ic a l and M e d ia e v a l.
The works studied in this course range in time
from the age o f the Roman Republic to the
twelfth century after Christ. They include the
major authors of the classical period, St.
Jerome and St. Augustine from the Latin
Fathers, and from the Middle Ages, Boethius,
Prudentius, the chief figures of the Carolingian
Renaissance, and the writers o f Mediaeval
Latin hymns and secular poetry.
Fall semester. Not offered 1985-86. North.
3 6. C la s s ic a l M y th o lo g y in L ite ra tu re
and A rt.
A study o f selected myths in works o f Greek
and Latin literature ranging from Homer’s
Odyssey to the Metamorphoses of Ovid and
Apuleius. Attention is given not only to works
o f art inspired by mythical figures and cycles,
but also to ancient sites connected with them.
Given in alternate years.
Fall semester. Not offered 1985-86. North.
3 7. T o p ic s in G re e k and R om an R elig ion.
A study o f selected issues basic to the under
standing of religion in ancient society: the gods,
representative cults, festivals, and rituals, beliefs
about the afterlife, types o f sacrifice, oracles
and prophecy, the interaction o f philosophy
and religion, and the social context of early
Christianity. There are no prerequisites. Read
ings are in translation.
Fall semester. North.
4 2. G re e c e in the Fifth C e n tu ry R.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 empha
sis is placed on the political, social, and
economic institutions of the Athenian democ
racy and on the problems o f the Delian League,
both internal and in its relation to the Greek
and non-Greek world. Classics 4 2 counts
toward a major in History.
The course is normally given in alternate years.
Prerequisite: Classics 31 or its equivalent.
Spring semester. Ostwald.
44 . T h e E a rly R om an E m p ire .
A detailed study, using primary sources, o f the
94
political, economic, social, and cultural history
o f the Roman world from the fall o f the
Republic through the Antonine Age (5 0 B.C.A.D . 192). Classics 4 4 counts toward a major
in History.
Prerequisite: Classics 3 2 or its equivalent.
Fall semester. Not offered 1985-86. Burrell.
45. G re e k P o litic a l T h e o ry .
A study o f Greek political concepts and
institutions as a background to the political
thought o f Thucydides, Plato, and Aristotle, on
which the major attention of this course is
focused.
Spring semester. Not offered 1985-86. Ostwald.
51. A n In tro d u c tio n to A rc h a e o lo g y .
This course focuses on the discipline of
archaeology and its place in the wider fields of
the humanities and social sciences. Among the
topics covered will be field techniques, methods
of dating, analysis of archaeological data and
problems o f interpretation.
Cross-listed as Sociology and Anthropology 51.
Fall semester. Burrell.
52. G re e k A rc h a e o lo g y .
This course traces the development o f Greek
civilization as documented by archaeology, and
includes data ranging from pottery and coins to
monumental art and architecture.
Spring semester. Not offered 1985-86. Burrell.
53. R om an A rc h a e o lo g y .
This course documents the rise o f Rome from a
small village o f huts on the Tiber River to the
capital and showplace o f a great empire, using
the evidence o f material remains from that city
and from diverse sections o f the Roman world.
Spring semester. Burrell.
54. T h e A r t and S c ie n c e of
A n c ie n t C o in s.
W ith the assistance o f actual coins from the
Swarthmore collections, students learn numis
matic techniques and how to apply them to
problems o f history, economy, and stylistic
development. They are also encouraged to
choose a special topic to present in class.
Because o f the difficulties in presenting such
small objects, enrollment will be limited to 10 .
Spring semester. Not offered 1985-86. Burrell.
82. T h e A n c ie n t T h e a tre .
A representative selection o f Greek and Roman
drama, both tragedy and comedy, will be read
in translation, together with the Poetics of
Aristotle, and there will be a study of ancient
dramatic production and the physical remains
of Greek and Roman theatres.
Given in alternate years.
Spring semester. Not offered 1985-86. North.
supervision of the instructor. It is open only to
advanced students and may be taken only with
the consent o f the Department chairman.
Staff.
91. S p e c ia l T o p ic s .
Readings selected to fit the needs of individual
seniors in preparation for their comprehensive
examination in Ancient History.
Spring semester. Staff.
95. A tta c h m e n t.
Additional, independent work attached to an
advanced course, normally used to prepare for
an external examination, but available also to
Course students for the purposes described on
page 49 (Formats of Instruction).
Staff.
93. D ire cte d R eading.
A program o f independent work under the
SEMINARS
102. T h e A g e of N e ro .
This seminar will study a range of Silver Latin
authors writing about the reign of Nero
(Tacitus, Suetonius, Seneca). The value of the
works as historical evidence and their literary
merits will be considered.
Fall semester. Burrell.
103. Latin Epic.
This seminar is devoted to one or more of the
following: Lucretius’ De Rerum Natura , Virgil’s
A eneidy Ovid’s Metamorphoses.
Spring semester. Not offered 1985-86. North.
105. T h e A g e of C ic e ro .
This seminar will focus primarily on Cicero’s
speeches, letters, and philosophical works in
the context o f the history and thought of the
final years of the Republic. In addition, works
of Sallust and Caesar will be studied for their
historical evidence and their differing prose
styles.
Fall semester. Not offered 1985-86. Turpin.
107. H o ra c e : L y ric and H e x a m e te r
Poetry.
The seminar emphasizes the Odes and Epodes
and their place in the tradition of Greek and
Roman lyric poetry. Attention is also given to
the Satires and Epistles, especially the Ars
Poetica, and to their importance for the history
of satire and literary criticism. An effort is
made to grasp the totality of Horace’s achieve
ment in the context o f the Augustan Age.
Spring semester. North.
111. G re e k P h ilo s o p h e rs .
This seminar is devoted mainly to the study of
Plato, which is supplemented by study of the
pre-Socratic philosophers and o f Aristotle and
the Hellenistic schools. The orientation of the
seminar is primarily philosophical, although
the literary merits of the Greek philosophers
receive consideration.
Fall semester. Ostwald.
112. G re e k Epic.
This seminar will study primarily Homer’s
Odyssey. Selections from Hesiod and Apollonius
will also be read, with some attention to the
development of Greek epic.
Spring semester. Not offered 1985-86. Rose.
113. G re e k H is to ria n s .
This seminar is devoted to a study o f Herodotus
and Thucydides, both as examples of Greek
historiography and as sources for Greek history.
Fall semester. Not offered 1985-86. Ostwald.
114. G re e k D ra m a .
The whole body o f extant Greek tragedies and
comedies is studied, with a careful reading in
the original language of one play by each o f the
major dramatists.
Spring semester. Rose.
115. G re e k E le g ia c and L y ric Po etry.
The whole body of extant Greek elegy and lyric
is studied, with attention to the political and
social background, and to the relation o f these
literary types to epic and dramatic poetry.
Fall semester. Not offered 1985-86. Ostwald.
95
Computer Science
C H A R LE S F. K ELEM EN , Professor and Program D irector12
M A R G A R E T C H R IS TE N S E N , Lecturer
Computer Science is the study of algorithms
and the issues involved in implementing them.
This includes the study o f computer systems,
methods to specify algorithms (for people and
computer systems), and the formulation of
theories and models to aid in the understanding
and analysis o f the properties o f algorithms,
computing systems, and their interrelationship.
The Computer Science Program is designed to
provide students with a flexible set o f offerings
in computing that can be tailored to satisfy
interests in various areas and at several levels of
depth. All the courses emphasize the under
lying, fundamental concepts of computer
science, treating today’s languages and systems
as current examples of the underlying concepts.
Students from any discipline who are interested
in an introduction to computer science should
take CS 15: Introduction to Computer Science.
For a deeper, more formal introduction, they
should co n tin u e with M ath 9 : D iscrete
Mathematics, and CS 35 : Fundamental Struc
tures o f Computer Science. Students with
sufficient previous experience in computer
science may skip CS 15 by passing a placement
exam. The concentration in computer science
is designed for students who desire a coherent
introduction to the core topics in the field.
Students completing the concentration will
possess a number of intellectual skills useful in
many disciplines.
CONCENTRATION IN COMPUTER SCIENCE
The concentration in computer science can be
combined with any major in the college. It will.
provide students with a well-rounded back
ground in computer science sufficient to allow
them to develop significant, creative applica
tions in their major area of interest and to keep
up with the rapid changes in the field of
computer science. Students interested in a
Concentration in Computer Science should
submit a concentration proposal for approval
by the Computer Science Committee by the
end of their sophomore year. Both the student’s
major advisor and the Director o f the Com
puter Science Program should be consulted
when writing such a proposal. While some
flexibility is possible, the requirements for the
concentration in computer science will usually
consist o f six courses selected as follows:
Each of: CS 15: Introduction to Computer
Science; Math 9 : Discrete Mathematics; CS 35 :
Fundamental Structures of Computer Science.
Two of: Engin 22 : Computer Organization; CS
41 : Data Structures and Algorithms; CS 43 :
Foundations of Programming Language Design;
12 Joint appointment with mathematics.
96
CS 46 : Theory o f Computation.
One of: the remaining courses from the
category above (i.e., CS 41 , 43 , 46 , or Engin
22 ); Engin 25 : Laboratory Computer Applica
tions; CS 56 : Foundations of Concurrent
Programming and Operating System Design;
CS 63 : Artificial Intelligence; Math 67 : Nu
merical Methods; Math 73 : Mathematical
Algorithms; CS 75 : Principles o f Compiler
Design and Construction; CS 91 : Special
Topics in Computer Science; CS 93 : Directed
Reading or Project.
Note: In certain cases, especialy well-prepared
Engineering students may be permitted to
substitute Engin 11 and Math 16 for CS 15 and
Math 9 .
A comprehensive experience is also required.
This requirement may be satisfied by passing a
comprehensive examination administered by
the Computer Science Committee or by com
pleting a senior paper an d /or project relating
computer science and the student’s major.
W ith the approval o f appropriate committees,
such a project may be used to satisfy more than
one comprehensive requirement. For example,
appropriate Engineering 90 projects may be
used to satisfy the comprehensive requirements
for both an Engineering major and a Computer
Science concentration.
SPECIAL MAJORS
Students desiring to integrate computer science
with another discipline or with several disci'
plines in a more formal manner are encouraged
to develop a Special Major combining com
puter science and the other area(s). Such
Special Majors are subject to the approval of
both the student’s major department and the
Computer Science Committee and should be
developed in consultation with the director of
the computer science program and the chair-
man of the other department envolved. These
consultations should be carried out as early in
the student’s program as possible. While
considerable flexibility is possible, in most
cases the computer science part of such a
Special Major will have the same requirements
as the concentration except that the senior
paper an d /o r project will be taken for one or
two credits.
MINORS FOR EXTERNAL EXAMINATION
For students electing to take a minor in
Computer Science under the external examina
tion requirements, the Computer Science Com-
mittee may, in some cases, approve certain
combinations o f two computer science courses
to constitute a two-credit paper.
GRADUATE STUDY
Students interested in graduate study in Com
puter Science will be well prepared by majoring
in Mathematics or Engineering and completing
selected Computer Science courses. The choice
o f the appropriate major and computing
courses will depend on the student’s interests
and should be made in consultation with the
director of the Computer Science Program.
Other majors are also reasonable for students
with special interests. For example, a major in
Linguistics or Psychology might be appropriate
for a student interested in artificial intelligence.
In such cases, students should consult as early
as possible with the director o f the program in
order to be sure o f taking the mathematics and
computing courses necessary to be prepared
for graduate work in Computer Science.
COMPUTER SCIENCE COURSES
(Courses numbered above 40 will be offered in
alternate years.)
15. In tro d u c tio n to C o m p u te r S c ie n c e .
This course is an introduction to computer
science for students from all disciplines. The
major emphasis o f the course is on problem
solving and algorithm development. Students
are introduced to the Pascal programming
language and gain proficiency in it by writing
programs to solve a number o f illustrative
problems. Students are also informally intro
duced to many topics in computer science
including: hardware organization; system soft
ware; programming style and documentation;
program testing and verification; fundamental
data structures such as arrays, records, and
linked lists; basic algorithms for searching and
sorting; analysis o f algorithms; computability;
97
Computer Science
and artificial intelligence.
Prerequisite: Computing from the U ser’s End
(Physics 5 ) or its equivalent.
Each semester. Staff.
3 5. Fu nd a m e n ta l S t r u c t u r e s of
C o m p u te r S c ie n c e .
This course completes the broad introduction
to computer science begun in CS 15 and
provides a general background for further
study in the field. Topics to be covered include:
data structures (linked lists, trees, etc.) and
algorithms, organization of computer systems
and assembly language programming, an intro
duction to the theory o f computation and
formal languages, and alternative programming
languages. A brief survey o f areas of research
interest in computer science will also be
presented. Students will be expected to com
plete a number of programming projects
illustrating the concepts presented.
Prerequisites: CS 15 and Math 9 . In some cases,
with the permission o f the instructor, Engin 11
and Math 16 can be substituted.
Each semester. Kelemen.
41. Data S tr u c tu r e s and A lg o rith m s .
This course is a continuation of the study o f the
basic data structures and algorithms found to
be useful in many diverse areas. This study was
begun informally in CS 15 and continued in CS
35 . The approach here is more formal both
with respect to the correctness of the al
gorithms and with respect to the time and space
resources required for the various algorithms
and their associated data structures. Topics to
be covered include: abstract data types, arrays,
pointers, linked lists, stacks, queues, trees
(including balanced trees), graphs, searching
and sorting, and algorithms and data structures
appropriate for external storage media like
magnetic disks and tapes. The impact o f several
models of parallel computation on the design
o f algorithms and data structures will be
presented. Students will be expected to com
plete several programming projects in the
course.
Prerequisite: CS 35 .
Alternate years. Next offered fa ll semester 1986.
4 3. F o u n d a tio n s of P ro g ra m m in g
L a n g u a g e D e sig n .
A study o f the organization and structure of
modern programming languages with an em
phasis on semantic issues. Topics include:
98
specifying syntax and semantics, conventional
and abstract data types, control structures,
procedural languages, functional languages,
other classes of languages, program correct
ness, concurrency and synchronization, lan
guage design and evaluation, implementation
issues.
Prerequisite: CS 35 .
Alternate years. Fall semester. Kelemen.
46. T h e o r y of C o m p u ta tio n .
The study o f various models of computation
leading to a characterization of the kinds of
problems that can and cannot be solved by a
computer and, for those problems that can be
solved, a means o f classifying them with respect
to how difficult they are to solve. Topics to be
covered include: formal languages and finite
state devices, Turing machines and other
models of computation, computability, and
complexity.
Prerequisite: CS 35 .
Alternate years. Spring semester. Kelemen.
56. C o n c u rre n t P ro g ra m m in g and
O p e ra tin g S y s te m D esign.
This course introduces the issues involved in
programming and synchronizing several proc
esses that will run concurrently. It also presents
the concepts found to be important in the
design o f modern operating systems. A small
operating system will be designed in the course
and students will have the opportunity to
modify the design and implement the operating
system using appropriate high level tools.
Topics to be covered include: specification of
concurrency, synchronization and communi
cation primitives, monitors, memory manage
ment (including virtual memory), scheduling,
process management, and file systems. A brief
survey of concurrent programming languages
and current operating systems will be presented.
Prerequisite: CS 35 .
Alternate years beginning fa ll semester 1987.
63. A rtif ic ia l In te llig e n c e .
This course will emphasize many of the basic
abstractions and algorithms found to be useful
in the field of Artificial Intelligence. Topics will
include: production systems; search strategies
including heuristic searching and applications
to game playing; the predicate calculus and
automated reasoning including applications to
robot planning and expert systems; an intro
duction to some of the computational ap
proaches to knowledge representation, natural
language understanding, and learning. While
the emphasis of the course will be on ideas and
algorithms, students will be exposed to the
programming languages LISP and PROLOG
and expected to implement several Artificial
Intelligence programs in these languages.
Prerequisite: CS 35 .
Alternate years. Next offered spring semester 1987.
75. P r in c ip le s of C o m p ile r D esign
and C o n s tru c tio n .
This course presents an introduction to the
design and construction of language translators
for procedure oriented programming languages.
Topics include: formal grammars, lexical anal
ysis and finite automata, syntax analysis and
pushdown automata, LL and LR parsing,
semantic analysis and table handling, error
detection and recovery, code generation and
optimization, compiler writing tools. There
will be an ongoing programming project that
will culminate in a compiler for a small but not
trivial programming language.
Prerequisite: CS 35 and permission o f the
instructor.
Alternate years. Next offered fall semester 1986.
91. S p e c ia l T o p ic s in C o m p u te r S c ie n c e .
Subject matter dependent on a group need or
individual interest. Normally restricted to
senior students and only offered when staff
interests and availability make it practicable to
do so.
Prerequisite: permission o f the instructor.
93. D ire c te d R eading o r P ro je c t.
W ith the permission o f a staff member who is
willing to supervise it, a qualified student may
undertake a program o f extra reading an d /o r a
project in an area of computer science as an
extension of one of his or her courses.
99
Economies
ROBINSON G. H O LLIS TE R , JR ., Professor and Chairman
HOW ARD P A C K , Professor
FREDERIC L PRYOR, Professor (part-tim e)*3
B ERN ARD S A F F R A N , Professor'
F. M . SCHERER, Professor3
LAR R Y W E S T P H A L , Professor
S TE F A N O FE N O A LTE A , Visiting Professor5
M A R K KUPERBERG , Associate Professor
S TE P H E N S - G O LUB , Assistant Professor1
P A U L F. R A B ID EA U , Instructor
HOW ARD W IA L , Instructor3
C H A R LE S F. S T O N E III, Lecturer3
W IL L IA M J . S T U L L , Visiting Lecturer4
J A C K TO P IO L, Visiting Lecturer5
The courses in economics have three main
goals: ( 1 ) to provide insight into the processes
and accompanying institutions through which
productive activity is organized; ( 2 ) to develop
a set o f tools for analyzing economic processes
and institutions; and ( 3 ) to build a foundation
for reaching informed judgments on issues of
public policy.
In order to read the literature in economics
critically, a knowledge o f elementary calculus is
extremely helpful. W e strongly recommend
that students take Mathematics 5 and 6
(differential and integral calculus) or equiv
alent. Math 16 and 18 are useful for persons
intending to focus on the more technical
aspects o f economics.
Economics 1-2 or its equivalent is a prerequisite
to all other work in the Department. Both
semesters must be successfully completed for
credit to be obtained.
Students contemplating careers in interna
tional economics or business are also strongly
advised to have a mastery o f at least one
modern foreign language.
All majors in economics must take Economics
To graduate as a major in course, students must
have at least eight credits in economics, must
meet the statistics requirement, and must pass
the comprehensive examination given in the
Spring semester o f their senior year. To be
prepared for the comprehensive, course stu
dents must complete Economics 20 and Eco
nomics 59 before the second semester o f their
senior year.
4 (Statistics for Economists) or its equivalent
such as. Mathematics 13 o r 23 (Mathematics
1-2 does not meet the requirement). The
Statistics for Economists course focuses mainly
upon the application o f statistical tools to
economic problems; the Mathematics Depart
ment statistics courses emphasize the properties
o f statistical estimators.
1 -2 . In tro d u c tio n to E c o n o m ic s .
This course is designed both to afford the
general student a comprehensive survey and to
provide students doing further work with a
1
3
4
5
100
Absent on leave, fall semester, 1985 .
Absent on leave, 1985-8 6 .
Fall semester, 1985.
Spring semester, 1986.
foundation on which to build.
The first semester course describes the organi
zation o f the economic system and analyzes the
allocation of resources and the distribution of
income.
Fall semester.
The second semester course deals with the
problems of inflation, unemployment, mone
tary and fiscal policy, the determination of
national income, and international economic
relations.
Spring semester.
Students must take Economics 2 to receive
credit for Economics 1.
3. A c c o u n tin g
The purpose of this course is to equip the
student with the rudiments of accounting
needed for advanced work in business finance,
banking, taxation, and public regulation. (This
course does not satisfy the distribution require
ments as outlined previously in this catalogue.)
Spring semester. Topiol.
4. S ta tis tic s f o r E c o n o m is ts .
The primary focus of this course is on the
understanding of how simple and multiple
regression can be used to estimate magnitudes
in economic relationships, e.g. elasticities, and
tests of hypotheses about these magnitudes.
The course also covers elements of probability,
sampling distributions, and decision theory.
No mathematic prerequisite except high school
algebra. An introduction to selected elements
o f calculus and linear algebra used for quantita
tive methods in economics is contained in the
course. As this course will include problem
solving using the computer, students taking it
must also take Economics 5 (unless they have
taken or are taking the equivalent course in
other disciplines).
Fall semester. Hollister.
5. C o m p u tin g fro m th e U s e r ’s
P o int of V ie w .
( Also listed as Mathematics 6 A and Physics 5 .)
This course provides an introduction to, and
immediate use of, a wide range o f computing
functions. No previous experience in computer
use is necessary. Lectures are one hour per
week and supervised workshop sessions are
two hours per week. In the workshop students
apply computing procedures directly to prob
lems of economic analysis. Computing topics
introduced are: text and file creation and
editing, runoff, graphics, simple programming
techniques, statistical packages, bibliographic
search, and data base handling. Vi unit.
Fall semester. Boccio, Hollister.
6. G ra p h ic s , M o d e lin g and S im u la tio n .
(Cross-listed as Physics 40 ). This course is
designed to introduce students to the use of
sophisticated graphics, modeling, and simula
tion software. Included in topics covered are:
FO R TRA N 77 , techniques o f graphics for
modeling and simulating complex economic,
biological, environmental, societal, and phys
ical systems. Use will be made of the graphics
software subroutine package D 1SSPLA, the
modeling/simulation software package DY
NAM O, and color graphics terminals.
Spring semester.
11. E c o n o m ic D e ve lo p m e n t.
Peasant economic responses, agricultural and
industrial technology, interaction between rural
and urban sectors, analysis o f international
terms o f trade, export instability, the new
international economic order, import substitu
tion, the role of multinational corporations,
foreign aid, political factors.
Spring semester. Pack.
12. E c o n o m e tric s .
A survey of fundamental econometric methods
emphasizing application. Some empirical work
will be required.
Prerequisite: Economics 4 .
Spring semester. Not offered 1985-86.
15. In v e s tm e n ts .
This course will deal with the operation of
financial markets from three different perspec
tives. First, from the viewpoint of the individual
investor, investment alternatives and strategies
will be studied, with special emphasis on the
stock market. The second perspective will be
that of a business enterprise. Key topics here
are the capital budgeting decision and alterna
tive sources of capital. Third, from a public
policy viewpoint certain issues concerning the
link between financial markets and resource
allocation will be studied. Two specific issues in
this category are (1 ) the connection between
the stock market and capital formation, (2 )
housing and finance.
Fall semester. Rabideau.
16. W o m e n in the E c o n o m y .
Four major themes will be explored in this
course. The first relates to the unpaid work
performed by women in the home. W e will
101
Economics
examine the nature of the family as an
institution, changes in the nature of unpaid
household work, the "value” o f such work,
and the social status accorded it. The other
major topics are concerned with the labor
market experiences of women. After a thorough
discussion of alternative economic theories of
the labor market (no prior knowledge o f this
topic is assumed) and of economic approaches
to discrimination, we will consider (T ) why so
many women are working for pay (labor
supply/labor demand), ( 2 ) why so many
women are clerical workers (occupational
segregation), and ( 3 ) why so many women earn
substantially less than men (wage differentials).
Spring semester. Not offered 1985-86.
18. M o n e y , B a nk ing , and the E c o n o m y.
This course will examine the behavior of
financial markets and their connection to real
economic activity, using a combination of
analytical and institutional perspectives. Among
the topics to be considered are ( 1 ) the structure
o f U .S. financial markets: the bankng system,
the bond and stock markets, etc.; ( 2 ) the
Federal Reserve System and the conduct of
monetary policy; ( 3 ) monetarism; ( 4 ) interest
rates, monetary policy, and inflation; ( 5 )
rationality and irrationality in financial mar
kets; ( 6 ) international financial relations; the
Eurodollar market, the foreign exchange mar
ket, and international lending.
Spring semester. Golub.
19. E c o n o m ic s of th e E n v iro n m e n t and
N a tu ra l R e s o u rc e s .
M icro and macroeconomic theory applied to
problems of the environment and natural
resources. Long run implications of resource
use for economic growth, evaluation o f alterna
tive uses o f natural environment and methods
of pollution control. Government response to
situations involving externalities, public goods
and common property resources. Case studies
o f air pollution, recreation versus mineral or
fuel development on public lands, the fishing
industry and offshore petroleum development.
Fall semester. Not offered 1985-86.
2 0. E c o n o m ic T h e o ry .
Microeconomic theory at an intermediate
level. Determination of prices in theory and in
practice. Distribution o f income. Economic
welfare aspects o f various market structures.
Other selected topics. This course may be
102
offered in two sections: one section will meet
once a week in a problem-oriented seminar
format, the other section will meet twice a week
in a lecture/discussion format.
Fall semester. Pack.
22. P u b lic Fin a n ce .
Introduction to welfare economics including
the role o f the market in allocating resources
and distributing income, market imperfections,
and public choice theory. Analysis o f tax and
expenditure policies on economic efficiency
and the income distribution. Special topics
include cost-benefit analysis and general equi
librium tax incidence.
Spring semester. Saffran.
24. T h e E c o n o m ic s of In d u s try .
Through a series of case studies, the strategic
responses of firms and industries to their
market and policy environments are analyzed.
Emphasis is on the pricing, technological
innovation, and marketing behavior of firms
and on such government policy instruments as
import restrictions, price controls and sub
sidies, antitrust, and patent policy.
Fall semester. Not offered 1985-86.
25. L a b o r P ro b le m s and M a n p o w e r
P o lic y .
The structure and behavior of labor markets,
issues in labor relations, the development of
manpower, the role o f unions, employers, and
government.
Fall semester, Not offered 1985-86.
26. S o c ia l E c o n o m ic s .
The extent, consequences, and causes o f pov
erty and economic inequality; an appraisal of
reforms in income support programs, medical
care, education, housing, and rural and ghetto
development; the economics o f discrimination.
Not offered 1985-86.
27. G o v e rn m e n t R eg u lation of In d u s try .
This course analyzes the logic and effectiveness
o f various regulatory instruments by which the
government seeks to affect the structure and
performance of major industries. The principal
topics will be antitrust policy, economic regula
tion of natural monopoly industries, regulation
and deregulation of industries blending mo
nopoly and competitive elements, and the
"social” regulation o f pollution, occupational
safety, and comsumer information.
Fall semester. Stone.
2 8. T e c h n o lo g ic a l C h a n ge and
E c o n o m ic G ro w th
An exploration o f how technological change
affects economic growth, with emphasis on
such institutions as academic science and
industrial research and development. Covers
production function analysis, induced innova
tion, the patent system, government R & D
program conduct, and macrodynamic phe
nomena.
Spring semester. Not offered 1985-86.
30 . T h e In te rn a tio n a l E c o n o m y.
The course consists of a brief introduction to
the historical development and institutional
structure of the international economy and an
introduction to the theory of trade, commer
cial policy, and balance o f payments adjust
ment. These tools are used to analyze contem
porary international economic problems; tariffs
and non-tariff barriers, common markets,
multinational corporations, international oil,
gold, inflation, and the future of the interna
tional monetary system.
Spring semester. Golub.
42. H ealth P o lic y .
(Also listed as Political Science 42 .) Analysis of
government policy toward health care and
public health, its impact upon institutions and
resource allocation, and major alternatives for
action. Central topics are the organization of
health care delivery (roles and views of physi
cians, nurses, administrators, 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, paraprofessionals); biomedical research programs.
Students wishing to take this course should
consult in advance with the instructors. Prior
work in at least two of the following will be
helpful: Economics 1- 2 , 4 , 26 ; Political Science
2 , 51; Mathematics 1; Engineering 4 , 32 .
Fall semester. Not offered 1985-86.
47. P o litica l Econom y.
This course examines non-neoclassical ap
proaches to political economy, with emphasis
on the Marxian approach. It also compares the
Marxian and neoclassical approaches to the
31. C o m p a ra tiv e E c o n o m ic S y s te m s .
study o f the economy, the state, and the
This course focuses on the methods by which
relationship between the economy and the
different economic systems can be analyzed.
state. Topics include: the basic concepts of
Considerable attention is paid to the structure
Marxian analysis (e.g., historical materialism,
and performance of nations with different
modes of production, theories o f value and
economic systems and on the origins of exploitation), social classes in contemporary
selected economic institutions. Particular em
capitalism, the organization o f work, income
phasis is placed on the study o f the Soviet
distribution, the behavior of the state, business
Union, China, and Yugoslavia. Methods of
cycles, inflation and unemployment, economic
drawing inferences using the comparative
growth and economic crises in advanced
method are explored.
capitalist economies, and the relationship be
Fall semester. Not offered 1985-86.
tween the United States and world economies.
Prerequisites: Economics 1-2 or equivalent
41. U rb a n E c o n o m ic s and P u b lic P o lic y .
courses on Marxian analysis in other dis
This course analyzes the structure and evolution
ciplines.
o f urban economies in the United States. It
Fall semester. Wial.
takes the representative American city as the
48. E c o n o m ic s , J u s tic e , and L a w .
primary unit of analysis and shows how it has
The purpose of this course is to explore the
evolved through time as a result of the
premises behind the use of utilitarian con
interaction of socioeconomic forces, techno
logical change, and public policy. The role of structs in the analysis o f public policy issues. In
government in this process is examined in particular, the appropriateness o f the growing
depth, with emphasis on the policy areas of utilization of economic methodology will be
examined through an intensive study o f issues
housing, land use control, transportation, and
in law and distributive justice. The necessary
public finance. Particular attention will be paid
background in welfare economics will be
throughout the course to the historical experi
developed as needed.
ence of Philadelphia.
Fall semester. Kuperberg.
Fall semester. Stull.
103
Economics
49 . A m e ric a n E c o n o m ic H is to ry .
Survey o f American economic development
from the colonial settlement to the New Deal.
Explores the transition from a colonial system,
based on agricultural exports within the mer
cantile system, to an advanced, industrialized
economy supported by a vast internal market.
Emphasis on i) the role o f agriculture in the
process o f economic development, in particu
lar a comparative analysis o f the plantation
system o f the South and the system o f family
farming in the North, ii) the changing industrial
structure after the Civil W ar as a consequence
o f the growth o f the large-scale, vertically
integrated corporation, and iii) the political
and social bases o f economic development,
with particular attention to the American Rev
olution, the Civil W ar, the new Deal and the
evolution o f the legal system, and the political
responses to industrialization.
Prerequisites: Economics 1- 2 , History 5 or 6,
or permission o f the instructor.
Fall semester. Not offered 1985-86.
50 . W e s te rn E c o n o m ic H is to ry .
This course examines the evolution o f the
economy from prehistory to our own time. It
surveys demographic, agricultural, industrial,
commercial, technological, and organizational
developments; and it uses economic analysis to
explore their interconnections.
Spring semester. Fenoaltea.
5 7. O p e ra tio n s R e s e a rch .
(A lso listed as Engineering 57 .) The principles
o f operations research as applicable to defining
optimum solutions o f engineering and financial
problems as an aid to managerial decision
making. Probability and probability distribu
tions, reliability, random number simulation,
queuing theory, linear programming, dynamic
programming, allocation and transportation
theory. The working principles o f engineering
economy are introduced and combined with
operations research topics. Normally for junior
and senior students.
Fall semester. Friesz.
5 9. M a c ro e c o n o m ic T h e o r y and
S ta b iliz a tio n P o licy.
The theory o f the determination of the level
and composition o f aggregate output, employ
ment, prices and interest rates. Analysis of
conflicting views o f the relationship between
104
inflation and unemployment and of the proper
role o f government stabilization policy.
Spring semester. Kuperberg.
65. T h e Eva lu a tio n o f P u b lic P o lic ie s
The methods used for systematic, quantitative
evaluations o f the effects o f public policies, the
problems in implementing such evaluations,
and the use of such evaluations in policy
decision-making. Examples are drawn from
evaluations of social policies such as employ
ment and training, welfare reform, health
insurance, housing allowances. The use of large
social experiments as a method of policy
evaluation receives particular attention. Stu
dents will work directly with data taken from
actual major evaluations of policies and social
experiments.
Prerequisite: at least one course in statistics.
Spring semester. Not offered 1985-86.
67. S o c ia l In s u ra n c e and W e lfa re
P o licy.
(A lso listed as Political Science 67.) The
principal American policies and programs
dealing primarily with relief o f poverty and
economic insecurity, and the prospects and
options for reform in this field. Topics include:
Social Security, national health insurance,
unemployment compensation, and welfare re
form. The various public objectives and meth
ods o f income support and related social
services, as well as certain contextual or
alternative programs and regulatory policies.
Conceptions o f "welfare” ; economic, social,
political, and administrative or professional
considerations in policy; historical and com
parative perspectives. Intended as a single- or
double-credit seminar for students in the
Public Policy Concentration and open for
single credit to others who have taken appro
priate Public Policy prerequisites, on which
consult the Catalogue and, as to exceptions,
one o f the instructors.
Spring semester. Not offered 1985-86.
73. H is to ry o f E c o n o m ic Th o u g h t.
An examination of classical political economy
(Smith and Ricardo) and Marx with emphasis
on the origins o f econom ic analysis in the
tradition o f political theory and the structure
and development o f classical thought.
Prerequisites: Economics 1-2 or permission of
the instructor.
Fall semester. Not offered 1985-86.
81. E c o n o m ie s of the M id d le East.
Study of selected Middle Eastern economies.
Focus on different economic development
strategies o f countries, some with limited and
others with substantial natural resource bases.
Investigation of agricultural and industrial
policies, issues in natural resource pricing, and
technology absorption problems.
Fall semester. Pack.
91. P o litic a l E c o n o m y of
M a c ro e c o n o m ic P olicy.
(Also listed as Political Science 6 9 .) Focus on
the congressional and administrative processes
by which macroeconomic policy is formulated,
approved, and implemented.
Spring semester. Pack and Gilbert.
93. D ire c te d R eading.
W ith the consent of a supervising instructor,
individual or group study in fields of interest
not covered by regular course offerings.
Fall or spring. Staff.
SEMINARS
101. P u b lic Fin a n ce .
Introduction to welfare economics, including
the role o f the market in allocating resources
and distributing income, market imperfections
and public choice theory. Analysis o f tax and
expenditure policies on economic efficiency
and the income distribution. Special topics
include cost-benefit analysis, general equilib
rium tax incidence and optimal tax theory.
KSpring semester. Saffran.
102. M a c ro e c o n o m ic T h e o r y
and S ta b iliz a tio n P o lic y
The theory of the determination of the level
and composition of aggregate output, employ
ment, prices and interest rates. Analysis of
conflicting views of the relationship between
inflation and unemployment and of the proper
role of government stabilization policy. Special
topics include microfoundations of macroeco
nomics and economic growth.
Spring semester. Kuperberg.
103. E c o n o m ic T h e o ry .
This seminar provides the theoretical back
ground for the more advanced economic
theory seminars. Both microeconomics (8
weeks) and macroeconomics ( 6 weeks) are
covered.
Fall and spring semesters. Westphal, Saffran.
104. T o p ic s in A d v a n c e d T h e o ry .
This seminar will examine in depth selected
topics, generally involving the application of
economic theory to real-world problems. The
topics will be selected jointly in advance by the
instructor and participants. Topics under con
sideration include benefit/cost analysis, risk
assessment, and computable general equilib
rium models. Interested students should con
tact the instructor not later than November of
the preceding semester.
Spring semester. Westphal.
105. In te rn a tio n a l E c o n o m ic s .
Theory and policy of international economic
relations. The theory o f international trade and
balance o f payments adjustment. Commercial
policy of tariffs and non-tariff barriers. Com
mon markets, customs unions, and regional
economic integration. Multinational enterprise
and economic imperialism. The world mone
tary system, international inflation, and the
international economics of oil.
Spring semester. Golub.
106. C o m p a ra tiv e E c o n o m ic S y s te m s .
This seminar focuses on the methods by which
economic systems can be analyzed. Consider
able attention is paid to the structure and
performance of nations with particular eco
nomic systems. Special case studies are made of
the U .S.S .R ., China, and Yugoslavia; briefer
case studies are made of several capitalist
economies of W estern Europe. Causal forces
underlying the origins and development of
particular economic institutions are also dis
cussed. The seminar also covers questions of
convergence o f important economic institu
tions, influences of ideology on the operation
o f the system, and forces underlying changes in
both capitalist, market and socialist, centrally
administered economies.
Fall semester. Not offered 1985-86.
105
Economics
107. L a b o r and S o c ia l E c o n o m ic s .
Economic analysis of the organization o f labor
and labor markets; education, medical care,
housing, discrimination. Determinants of wages
and income inequality, government policies
with respect to labor relations, health, educa
tion, and welfare.
Spring semester. Hollister.
108. E c o n o m e tric s .
Econometric theory and empirical studies. An
empirical research paper is required.
Prerequisites; Mathematics 6 and Economics
103.
Fall semester. Hollister.
109. E c o n o m ic D e ve lo p m e n t.
Peasant economic responses, agricultural and
industrial technology, interaction between rural
and urban sectors, analysis of international
terms o f trade, export instability, the new
international economic order, import substitu
tion, the role o f multinational corporations,
foreign aid, political factors.
Fall semester. Pack.
110. U rb a n E c o n o m ic s .
This seminar will deal in depth with the
structure and development o f American urban
economies. Topics covered will include hous
ing, transportation, urban renewal, local gov
ernment finance, and pollution. Methodologi
cal as well as substantive issues will be
discussed.
Spring semester. Not offered 1985-86.
111. In d u s tria l O rg a n iz a tio n and
P u b lic P o licy.
Applications of theoretical and empirical anal
106
ysis to major issues in industrial economics:
optimality and the price system; theories of the
firm; market structure; the causes o f market
failure and alternative policy responses.
Fall semester. Stone.
112. M a th e m a tic a l E c o n o m ic s .
Review o f static optimization theory; theory of
consumption and production from a dual point
of view; elementary approaches to the existence,
stability, and optimality o f general equilibrium;
additional topics o f student interest as time
permits.
Spring semester. Not offered 1985-86.
114. H is to ry of E c o n o m ic Th o u g h t.
A survey of the development o f economic
science from post-Mercantilist writers (Steuart
and Quesnay) to Keynes. Permission of in
structor required.
Fall semester. Not offered 1985-86.
115. E c o n o m ic H is to ry .
This seminar surveys demographic, agricul
tural, industrial, commercial, and organiza
tional developments in the Western economy
from prehistory to our own time. Special
attention is devoted to topics exemplifying the
methodological contributions o f the "new
economic history. ”
Spring semester. Fenoaltea.
180. T h e s is .
W ith the consent of a supervising instructor,
honors majors may undertake a senior thesis
for double credit.
Fall and spring semesters. Staff.
Education
EVA F. TR A VE R S , Associate Professor and Program Director
K. A N N RENNINGER, Assistant Professor3
L IS A S M U L Y A N , Assistant Professor
U S H A B A LA M O R E, Lecturer
The Program in Education has three purposes:
to expose students to issues in education from a
variety o f disciplinary perspectives, to provide
a range of field experiences for students who
wish to explore their aptitude and interest in
teaching, counseling or research in an educa
tional setting, and to prepare students to be
certified for entry into public school teaching.
Courses in the Program in Education are
intended to be integral to the College’s academic
offerings. The Program’s most important goal
is to help students learn to think critically and
creatively about the process of education and
the place o f education in society. To this end,
both its introductory and upper level courses
necessarily draw on the distinctive approaches
of Psychology, Sociology, Anthropology, Polit
ical Science, Philosophy, and History. Because
students major in one of the traditional
disciplines, courses in Education offer both an
opportunity to apply the particular skills of
one’s chosen field to a new domain and
interaction with other students whose discipli
nary approaches may differ significantly from
their own.
A competency-based program for preparing
secondary teachers is offered for students who
seek public school certification from the
Commonwealth o f Pennsylvania. Competency
is judged by an interdisciplinary committee of
the faculty whose members have established
criteria for certification in Biology, Chemistry,
English, French, German, Mathematics, Span
ish, and Social Studies. Individual programs are
developed in conjunction with departmental
representatives and members of the Education
staff. There is no major in Education. All
students seeking certification m ust meet
Swarthmore College’s general requirements for
course distribution and a major.
REQUIREMENTS FOR TEACHER CERTIFICATION
Students planning to seek secondary certifica
tion should take Introduction to Education,
Educ. 14, by the end of their Sophomore year
and enroll for Practice Teaching, Educ. 16 (a
double credit course) and Curriculum and
Methods Seminar, Educ. 17, no earlier than the
Spring Semester o f the Junior year. In addition,
they must complete the following sequence of
courses:
■ Educational Psychology, Educ. 21
■ Child Development, Psychology 39 , or
Adolescence, Educ. 23
■ An additional course from the following:
a. Adolescence, Educ. 23
b. Counseling: Principles and Practices,
Educ. 25
c.
d.
e.
f.
W omen and Education, Educ. 31
Education and Society, Educ. 47
Education in America, Educ. 52
Political Socialization and Schools, Educ.
64
g. Urban Education, Educ. 68
h. Special Topics, Educ. 91
Students preparing for certification must attain
at least a grade point average of C in courses in
their major field of certification and a grade of
C + or better in Introduction to Education in
order to undertake Practice Teaching. In addi
tion, students must be recommended by their
major department and by their cooperating
teacher in Introduction to Education. Place
ment of students in schools for Practice
Teaching is contingent on successful interviews
with members of the Education Program staff
and appropriate secondary school personnel.
3 Absent on leave, 1985- 86 .
107
Education
Swarthmore College is not authorized by the
Commonwealth o f Pennsylvania to certify
elementary teachers. However, students taking
courses in the Education Program have an
opportunity to concentrate their field work 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. In tro d u c tio n to Edu cation.
A survey o f issues in education Within an
interdisciplinary framework. The first half of
the course examines the teaching/learning
process from the perspective o f individuals
such as Dewey, Skinner, and Bruner. The
second half o f the course explores major
political, historical, and sociological questions
in American education and discusses alternative
policy options and programs. The course
provides students with an opportunity to
determine their own interest in preparing to
teach, as well as furnishes them with first-hand
experience in current elementary and secondary
school practice. Field work is required.
Each semester. Staff.
23. A d o le s c e n c e .
(Also listed as Psychology 23 ). A develop
mental perspective is employed to examine
salient characteristics of adolescence. The goal
is to obtain a theoretical understanding of
adolescence and an overview o f major research.
During the first part o f the term, various
aspects o f individual development (e.g., cogni
tive, affective, physiological, etc.) will be
addressed. The second part o f the semester will
focus on the adolescent’s adaptation in major
contexts (e.g., family, peer group, school, etc.).
Spring semester. Smulyan.
16. P ra c tic e Te a c h in g .
Supervised teaching in either secondary or
elementary schools. Double credit. Students
seeking secondary certification must take Edu
cation 17 concurrently. (Single credit practice
teaching may be arranged for individuals not
seeking secondary certification.)
Each semester. Staff.
17. C u rric u lu m and M e th o d s S e m in a r.
This course will consider theoretical and
applied issues related to effective classroom
instruction. It must be taken concurrently with
Educ. 16 for students planning to be certified
and may not be taken without taking Educ. 16.
Each semester. Staff.
21. E d u ca tio n a l P s y c h o lo g y.
(Also listed as Psychology 21). This course
provides a representataive sampling o f general
psychological theories which have special rel
evance to sound pedagogical practice. The first
part o f the course serves as an introduction to
theory; the second part considers issues such
as: motivation, intelligence, creativity, main
streaming, etc. Students will also be involved in
field research which through use o f a multi
method approach addresses topics of concern
to local schools.
Fall semester. Staff.
108
25. C o u n s e lin g : P rin c ip le s and
P ra c tic e .
(Also listed as Psychology 22 ).
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 information and experience.
Recommended for students considering grad
uate programs in educational counseling or
those planning to teach or do youth work in an
agency setting. Enrollment limited.
Not offered 1985-86. Vanni.
31. W o m e n and Edu cation.
This course uses historical, psychological, and
social frameworks to examine the roles women
take in the educational process. Areas to be
explored include the feminization o f the
teaching profession; equity in educational
programs, curriculum, and materials; sex dif
ferences in student-teacher interaction and
student achievement; and current programs
designed to meet the needs o f all students and
teachers. Students in the course will draw on
their own experience as well as field work in
relating the theories examined to educational
practice.
Spring semester. Smulyan.
47. Edu ca tio n and S o c ie ty .
(Also listed as Sociology and Anthropology 47 ).
The course will explore the social and cultural
functions and consequences o f formal and
informal education in both Western and nonW estern societies. Modes o f intended and
unintended socialization within the school and
outside will be examined. A range of factors
which can promote or inhibit learning will be
explored and linked to educational perform
ance. Topics include: school as an agent of
social mobility and its relationship with the
community; the school as a social system and
the dynamics o f classroom life; and the behavorial and academic outcomes of curricular
innovation. Students will be required to con
duct weekly field work in an educational
setting.
Not offered 1985-86. Schwartz.
5 2. Edu ca tio n in A m e ric a .
(Also listed as History 52 ). A history of
primary, 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 o f socialization.
Prerequisite: Introductory level History course.
Not offered 1985-86. Bannister.
66. C h ild D e v e lo p m e n t and
S o c ia l P o lic y .
Issues relating to social policy (e.g., education
o f the multicultural child, television program
ming, child care) will be explored in a seminar
format. Case studies will be employed to
provide a socio-historical context for under
standing both ways in which research and
policy have interacted in the past and the
methodological problems such intersections
pose. This course is designed to provide
students with a realistic understanding of the
process of policy formation and their roles as
potential contributors to this process.
Prerequisites: Child Development, Adolescence
or Educational Psychology.
Spring, 1987. Renninger.
6 8 . U rb a n Edu cation.
(Also listed as Sociology-Anthropology 6 8 ).
This course will focus on topics of particular
significance to urban educators and policy
makers, including desegregation, compensatory
education, curricular innovation, community
control, bilingual education, and standardized
testing. The special problems and challenges
faced by urban schools in meeting the needs of
6 4. P o litic a l S o c ia liz a tio n and S c h o o ls .
individuals and groups in a pluralistic society
This course will consider models used to
will be examined using the approaches of
explain the development of political concepts,
psychology, sociology, anthropology, and po
attitudes, and behavior from the period of early
litical science. Current issues will also be
childhood through young adulthood. The
viewed in historical perspective. Field work is
interrelated but often inconsistent influences
required.
o f family, school, peers, media, and critical
Not offered 1985-86. Travers.
events in the sociopolitical system will be
examined. Special emphasis will be given to the
91. S p e c ia l T o p ic s .
role of education, including formal and in
W ith the permission of the instructor, qualified
formal messages o f schooling. Material from
students may choose to pursue a topic of
nonwestern societies such as China and Nica
special interest, which for thorough investiga
ragua will provide cross-cultural perspectives
tion will usually require field work as well as
on the political socialization process. Field
research.
research will be required.
Each semester. Staff.
Fall semester. Travers.
Engineering
C A R L B A R U S , Professor Emeritus4
DAVID L. BOW LER, Professor
H . S E A R L D U N N , Professor2
NELSO N A . M A C K E N , Professor and Chairman
M . JO S E P H W ILLIS , Professor
A R T H U R E. M c G A R ITY , Associate Professor34
FREDERICK L. O R TH LIEB , Associate Professor
FARUQ M . A . S ID D IQ U I, Assistant Professor3
S TE P H E N M . P L A T T , Instructor
TE R R Y L. FR IESZ, Lecturer4
The professional practice of engineering requires skill and resourcefulness in applying
scientific knowledge and mathematical meth
ods to the solution o f technical problems of
ever-growing complexity. In addition, the role
o f engineering in our society demands that the
engineer recognize and take into account the
economic and social factors that bear upon all
important technical problems. The successful
engineer must, therefore, possess a thorough
understanding o f social and economic forces,
and have a deep appreciation o f the cultural and
humanistic traditions o f our society. Our
program supports these needs by offering the
student the opportunity to acquire a broad
technical and liberal education. The structure
o f the Department’s curriculum permits engi
neering majors to take almost forty percent of
their course work at the College in the
humanities and social sciences. W ith careful
planning it is possible for a student to acquire a
double major with two degrees, the Bachelor of
Science in Engineering and the Bachelor of Arts
in a second academic area in a four-year course
o f study.
The Department’s physical facilities include a
wide range of laboratories for general instruc
tion and individual student projects in the areas
o f electronics, system control, communica
tions, instrumentation, strength o f materials,
solid and structural mechanics, fluid mechanics,
thermodynamics, soil mechanics, and environ
mental diagnostics. Supporting these labora
tories is a wide range o f modern measurement
equipment with the capability of on-line data
acquisition and process control via micro
computers. A computer laboratory with high
resolution color and black-and-white graphics
capability is also part of our facilities. An
excellent shop for both metal- and woodwork
ing is available for student use.
The overall plan leading to the degree of
Bachelor of Science with a major in Engineering
is accredited by the Engineering Accreditation
Commission o f the Accreditation Board for
Engineering and Technology.
Courses A v ailable to N on-M ajors
Students interested in computer engineering
may wish to consider Digital Logic ( 21 ),
Computer Organization ( 22 ), or Laboratory
Computer Applications ( 25 ). Although Me
chanics (6 ) is primarily for prospective majors,
other interested students, particularly those
interested in preparing for a career in architec
ture, are encouraged to enroll. Problems in
2 Absent on leave, spring semester, 1986 .
3 Absent on leave, 1985-86 .
4 Fall semester, 1985.
110
Technology ( 3 , 4 ) is designed chiefly for stu
dents not contemplating further work in
engineering or the natural sciences. Operations
Research ( 57 ), and Environmental Engineering
( 63 ) will also appeal to many students majoring
in other departments. Students majoring in the
physical sciences or mathematics frequently
enroll in advanced engineering courses.
Students may minor in the External Examina
tion (Honors) Program in the Engineering
Department by taking appropriately related
advanced engineering courses as preparation
for external examinations. Generally the ad
vanced engineering courses require one or
more introductory courses as prerequisites.
Program fo r Engineering M ajors
The general departmental requirements fall
into three categories: successful completion of
at least (i) twelve engineering courses, (ii) four
courses in the sciences including General
Physics 3 and 4 , to be taken in the freshman
year, and (iii) four courses in mathematics,
including Math 5 and 6 to be taken in the
freshman year and Math 18, normally taken in
the sophomore year. The two unspecified
science courses in category (ii) and the mathe
matics course in category (iii) may be chosen to
complement the student’s overall program of
study; in general, the Department recommends
Introduction to Chemistry ( 10) and Linear
Algebra ( 16 ) or Mathematical Statistics ( 23 ) or
Differential Equations ( 30 ). Certain science
and mathematics courses are not acceptable.
Students should consult their faculty advisors
on this issue.
W ithin the Department, the following core
courses are required o f all students: Mechanics,
Physical Systems Analysis I and II, Experimen
tation for Engineering Design, Thermofluid
Mechanics, and Engineering Design. The first
four courses are normally taken in the freshman
and sophomore years: Mechanics in the second
semester o f the freshman year, Physical Systems
Analysis I in the first semester of the sopho
more year, and the remaining two in the second
semester of the sophomore year. In special
circumstances, however, students with ade
quate preparation in mathematics and physics
can begin the engineering curriculum as late as
the second semester of the sophomore year and
still complete all of the core requirements and
elective work in the Department. The course
Engineering Design, the culminating experience
for engineering majors, is taken in the second
semester o f the senior year.
In consultation with his or her advisor, each
student constructs a program of advanced
work in the Department. These programs,
normally consisting o f six courses, are sub
mitted to the Department when the student
formally applies for a major in engineering
during the spring semester of the sophomore
year.
The program constitutes the student’s elected
field o f concentration which may or may not
conform closely to the traditional areas of
engineering specialization, i.e. civil, electrical,
mechanical, etc. For non-traditional plans for
advanced work, the Department requires a
coherent program that, in its judgment, meets
the student’s educational objectives.
Observe that the following courses cannot be
counted in the minimum number of twelve
engineering courses required o f each major:
Problems in Technology I, II, Values and Ethics
in Science and Technology, Energy Policy, and
Environmental Policy.
Several suggested fields of concentration follow:
( 1) General civil engineering: Mechanics of
Solids, Structural Theory and Design, Soil
and Rock Mechanics, Fluid Mechanics,
and Operations Research. Students with a
particular interest in environmental topics
may replace several of the above courses
with Environmental Engineering or Solar
Energy Systems.
( 2 ) General electrical engineering: Electronic
Circuit Analysis and Design I and II,
Electromagnetic Theory, Communication
Systems, and Control Theory and Design.
Students having an interest in digital
systems might replace one or more o f these
courses with Digital Logic, Computer
Organization, or Laboratory Computer
Applications.
( 3 ) General mechanical engineering: Mechan
ics of Solids, Engineering Materials, Fluid
Mechanics, Heat Transfer, and Control
Theory and Design. Students with a special
interest in the field of energy may wish to
include Solar Energy Systems or Energy
Policy.
( 4 ) Computer engineering and general compu
ter science: Digital Logic, Computer O r
ganization, and Laboratory Computer
Applications. Students with an interest in
computer hardware may include Electron
ic Circuit Analysis and Design I and II, or
Control Theory and Design. Courses in
computer science an d /o r mathematics can
be used to broaden the theoretical founda
tion of the program.
Ill
Engineering
ENGINEERING
3 ,4 . P ro b le m s in T e c h n o lo g y I and II.
Designed primarily for those not planning to
major in science or engineering, this course is
intended to provide some depth of understand
ing o f technology and its impact by examining
in each semester a particular technology.
Technical considerations underlying policy
issues will be stressed. Examples o f semester
topics are: aspects o f the energy problem,
satellite communications, managing environ
mental hazards, and developments in data
processing. A strong background in high
school mathematics is assumed. Includes labo
ratory. Credit may be given for either semester,
or both.
6. M e c h a n ic s .
Fundamental areas of statics and dynamics.
Elementary concepts of deformable bodies
including stress-strain relations, beam, torsion,
and stress transformations. Laboratory work is
related to experiments on deformable bodies,
and includes a four-week FO RTRA N 77
workshop.
Prerequisite: Physics 3 or equivalent.
Spring semester.
11,12. P h y s ic a l S y s te m s A n a ly s is I and
II.
These courses are devoted to the study of
physical phenomena which may be represented
to a good degree o f approximation by a linear,
lumped-parameter model. E ll (fall semester) is
oriented mainly toward electrical devices and
the development o f mathematical techniques
for the analysis o f their linear behavior. E 12
(spring semester) is more concerned with
mechanical, thermal, and fluid systems, but
emphasis throughout both courses will be
placed upon the unity resulting from the
common mathematical representation and an
alysis of diverse physical systems. The content
o f E ll is: Behavior o f electrical circuits; natural
and forced transient response, steady-state
harmonic excitation. Modeling o f active de
vices, operational amplifiers, and their use in
circuit design. Introduction to the Fourier
series and Laplace transform: Pole-zero con
cepts, notions of stability, and energy consider
ations. E 12 will be devoted to: multi-degree of
freedom mechanical, electromechanical, ther
mal and fluid systems. Transfer function and
matrix descriptions o f compound systems, the
112
eigenvalue problem and state space techniques.
Mechanical systems in two and three dimen
sions, energy methods, coupled modes of
motion. Transition from many degree of
freedom systems to continuous systems; the
Fourier integral with applications to wave
motion.
Laboratory sessions include introduction to
numerical and graphical methods o f dynamic
system analysis through the use o f micro
computers, spreadsheet software, and graphics
workstations.
Credit may be given for either semester, or
both.
14. E x p e rim e n ta tio n f o r En g in e e rin g
D esign.
Theories o f experimentation and measurement
are presented and are related to engineering
design and research projects. Lectures present
probability theory and its applications in
experimentation. Topics include random vari
ables, probability distributions, measurement
errors, random noise, system reliability, statis
tical analysis o f experiments and simulated
experiments, and decision making with experi
mental results. The laboratory section treats
the analysis of measurement systems and
involves the experimental determination of
measurement system parameters.
Prerequisites: E ll and E 12 (taken concurrently)
Spring semester.
21. D ig ita l Lo gic.
An introduction to the theory and design of
digital logic circuits. Following a discussion of
number systems and Boolean algebra, minimi
zation and realization techniques are studied for
combinational systems. The latter part o f the
course will be concerned with the treatment of
sequential systems. Switching devices will be
characterized only as to their terminal behavior
and no consideration will be given to the
physical basis for their operation. The course is
intended for students with a good background
in basic mathematics through algebra. Includes
laboratory.
Fall semester. Not open to freshmen.
22. C o m p u te r O rg a n iza tio n .
A study o f the ways in which the functional
units o f a typical digital computer may be
interconnected. Hardware implementation of
registers, counters, adders and the functional
units themselves. Micro-programmed control.
Characteristics o f the several types o f memory.
Includes laboratory.
Prerequisite: E 21.
Spring semester.
25. L a b o ra to ry C o m p u te r A p p lic a tio n s .
The study and selection o f microprocessor
architecture, hardware modules, and interfaces
for use in laboratory instrumentation. The
laboratory exercises are designed for the devel
opment of a working microprocessor-based
system.
Prerequisite: Permission of instructor. Intended
for engineering and science majors.
Fall semester.
27. N u m e ric a l M e th o d s.
(A lso listed as Mathematics 67 ). This course
will deal with the numerical solution of various
mathematical problems, pure and applied. The
computer will be used extensively.
Prerequisite: Math 6 and E 23 or equivalent.
Fall semester.
3 4. V a lu e s and E th ic s in S c ie n c e and
T e c h n o lo g y
(Also listed as Philosophy 34 ). The course
deals with topics such as the following: his
torical and current attitudes toward tech
nology; the nature of ethics; origins and impact
o f professional ethics (chiefly in the engineer
ing professions); ethical dilemmas faced by
engineers and scientists; values in the techno
logical society; forecasting and assessment of
technological growth; how policy decisions
about technology are made; the role of personal
ethics o f the engineer or scientist.
Open to all who have completed the science
distribution requirement.
Spring semester.
3 5. S o la r E n e rg y S y s te m s .
Fundamental principles in the analysis and
design of systems which collect, store, and use
the direct and indirect forms o f solar energy.
Examples of current solar technology are used
as illustrations. Stochastic and deterministic
mathematical models are used to describe the
performance of components and systems. Cost
functions are developed for use in economic
assessments. Techniques for system optimiza
tion are discussed.
Prerequisites: Mathematics 5 , 6 ; Physics 3 , 4 .
Fall semester, alternate years. Not offered 1985-86.
41. T h e rm o flu id M e c h a n ic s .
Introduction to macroscopic thermodynamics;
first and second laws, properties o f pure
substances, thermodynamics of an ideal gas,
applications using system and control volume
formulation. Introduction to fluid mechanics;
development o f conservation theorems, hydro
statics, dynamics of one-dimensional fluid
motion. Includes laboratory.
Prerequisites: E 12 and E 14 (o r equivalent
background).
Fall semester.
57. O p e ra tio n s R e s e a rch .
(A lso listed as Economics 57 ). The principal
mathematical tools for optimal decision making
are presented and applied through case studies
from the private and public sectors. Topics
include assignment and transportation prob
lems, linear and dynamic programming, deci
sion making under uncertainty, game theory,
stochastic processes, and queuing theory. Also,
the working principles of engineering economy
are introduced and combined with operations
research topics. This course may precede or
follow Mathematics 28 (Mathematical Pro
gramming) for a strong introduction to the
theory and practice of optimization. Normally
for sophomore and junior students.
Fall semester.
58. C o n tro l T h e o r y and D e sig n .
An introduction to the control of engineering
systems. Analysis and design of linear control
systems using root locus and frequency re
sponse techniques. Over-driven operation of
first- and second-order controlled systems.
Digital control techniques, including analysis
o f A /D and D /A converters, digital filters, and
numerical control algorithms. Laboratory in
cludes design o f both analog and digital
controllers.
Prerequisite: E 12 or equivalent.
Spring semester.
59. M e c h a n ic s of S o lid s .
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 photoelas
ticity. Elastic and Plastic theories. Includes
laboratory.
Prerequisite: E 6 or equivalent.
Fall semester.
113
Engineering
60 . S tru c tu ra l T h e o r y and D e sig n I.
An introduction to the fundamental principles
o f structural mechanics. Statically determinate
analysis o f frame and trusses. Approximate
analysis o f indeterminate structures. Virtual
work principles. Elements of design o f steel and
concrete structural members.
Prerequisite: E 59 .
Spring semester.
61. S o il and Rock M e c h a n ic s : T h e o r y
and D e sign .
Principles of soil and rock mechanics. Subjects
include soil and rock formation, soil mineral'
ogy, soil types, compaction, soil hydraulics,
consolidation, stresses in soil masses, slope
stability, and bearing capacity. These topics are
applied to engineering design problems. Ineludes laboratory.
Prerequisite: E 59 or equivalent.
Fall semester.
62. S tru c tu ra l T h e o r y and D e sig n II.
Advanced structural analysis. Classical and
matrix methods o f analysis. Digital computer
applications. Design of steel and concrete
structures.
Prerequisite: E 60 .
Fall semester; alternate years.
6 3. E n v iro n m e n ta l E n g in e e rin g .
An introduction to the elements o f water
quality managment. Effects o f human activities
on water quality and quantity. Environmental
impact assessment. Analysis and treatment of
natural and wastewaters. Introduction to water
quality models. Laboratory and field studies of
local water quality problems.
Prerequisite: Two semesters o f science or
engineering.
Fall semester.
6 4. W a te r R e s o u rc e s .
An introduction to the fundamentals o f water
resources engineering. Pertinent areas o f hy
drology, hydraulics, and systems analysis are
included. Fundamentals are related to engi
neering aspects o f planning and designing water
resources projects. Includes laboratory.
Prerequisite: E 12; E 83 recommended.
Spring semester.
66. E n e rg y P o licy.
(A lso listed as Political Science 6 6 ). Presenta
tion and exploration, in seminar format, of
political, economic, and technological issues
114
affecting development of energy policy, and
investigation o f the influence o f energy policy
on policymaking in other areas. Possible topics
include: development o f the U .S. energy
bureaucracy, international political/economic
decision-making and O PEC, development and
impact o f energy price decontrol, economic
and political aspects of U .S. energy technology
exports, economic and environmental perspec
tives o f energy resource development (renew
able and otherwise). Enrollment by permission
o f instructors. Suggested preparation includes
Economics 1-2 and Political Science 2 or 51.
Fall semester. Not offered 1985-86. (Does not
satisfy distribution requirement.)
68. E n v iro n m e n ta l Po licy.
(Also listed as Political Science 6 8 .) Issues in
environmental policy formulation and imple
mentation are explored. Both o f these aspects
require an understanding of environmental
processes, including natural and technological
processes. Trade-offs between environmental
and economic objectives are examined using
quantitative policy models. Enrollment is by
consent o f instructor. Operations Research
an d /o r Statistics are recommended as prereq
uisites.
Spring semester. Not offered 1985-86. (Does not
satisfy distribution requirement.)
71. C irc u its and S y s te m s .
Analysis and synthesis of electric circuits and
other dynamic systems. Properties o f linear
system functions and their application to
system design, active systems and stability,
response to random signals, energy functions
and theorems, digital filters, state variable
analysis o f linear and non-linear systems,
optimization. Application of theory to engi
neering design. Includes laboratory.
Prerequisite: E 12 or equivalent.
Fall semester. Offered when demand and staffing
permit.
7 3 ,7 4 . E le c tro n ic C irc u it A n a ly s is and
D e sig n I and II.
This course begins with an introduction to the
physics of semiconductor devices and modem
device technology. The remainder of the year is
devoted to the study o f analog and digital
circuits and includes an introduction to digital
logic design. Circuits employing both bipolar
and field effect devices are considered. Use of
the circuit simulation program SPICE is empha
sized. Laboratory work is oriented toward
design problems.
Prerequisite: E 12 or equivalent. E 73 is a pre
requisite for E 74 .
75. E le c tro m a g n e tic T h e o ry .
Engineering applications of Maxwell’s equa
tions. Macroscopic field treatment o f magnetic,
dielectric and conducting materials. Forces,
motion, and energy storage. Field basis of
circuit theory. Electromagnetic waves; wave
guides, transmission lines, and antennas. In
cludes laboratory.
Prerequisite: E 12 or equivalent; Mathematics
18.
Fall semester.
78. C o m m u n ic a tio n S y s te m s .
Theory and design principles o f analog and
digital electronic communications. Such topics
as information theory, coding, analog and
digital modulation, multiplexing, noise, filter
ing, and data transmission will be treated.
Emphasis will be placed on theoretical and
practical limitations and functional design.
Application will be made to a variety of
practical systems such as television relay,
facsimile, telemetry, broadcasting, and data
communications. Includes laboratory.
Prerequisite: E 12 or equivalent.
Spring semester, alternate '¡ears. Not offered
1985- 86.
81. T h e rm a l E n e rg y C o n v e rs io n .
Development and application of the principles
of thermal energy analysis to energy conversion
systems. Brief examination o f world energy
supplies. Review o f the principles of the first
and second laws o f thermodynamics. Develop
ment of the concepts of availability, reacting
and non-reacting mixtures, chemical and nu
clear reactions. Applications investigated in
clude: Rankine cycles, gas turbines, internal
combustion engines, heat pumps, and solar
energy systems. Includes laboratory.
Prerequisite: E 41.
Spring semester; alternate years. Not offered
1986- 87.
82. E n g in e e rin g M a te ria ls .
Study o f the physical structure and properties
o f a wide variety of engineering materials, and
the processes by which they are transformed
into useful products. The course includes
analysis o f material microstructures, macro
scopic physical properties, and in-service per
formance with regard to mechanical, thermal,
electrical, and chemical factors. Metals, plastics,
concrete, wood, fiber-reinforced and structural
composites are considered, both with regard to
industrial processing and property modifica
tion and to materials selection in engineering
design. Laboratory work includes exercises in
property testing and material selection, field
trips to materials-processing plants, and a
substantial individual project.
Prerequisite: E 59 (may be taken concurrently)
or permission o f instructor.
Fall semester; alternate years. N otoffered 1986-87.
83. Fluid M e c h a n ic s .
Fluid mechanics is treated as a special case of
continuum mechanics in the analysis o f fluid
flow systems. Relevant equations for the
conservation o f mass, momentum, and energy
are derived. These are then applied to the study
o f flows of inviscid and viscous, incompressible
and compressible fluids. Includes laboratory.
Prerequisites: E 41 or equivalent.
Spring semester; alternate years. Not offered
1985-86.
84. H eat Tra n s fe r.
A basic introduction to the physical phenomena
involved in heat transfer. Analytical techniques
are presented together with empirical results to
develop 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 o f conduction problems. Includes
laboratory.
Prerequisites: E 41 or equivalent.
Fall semester; alternate years. Not offered 1986-87.
90. E n g in e e rin g D e sig n .
This project-oriented course serves as a cul
minating exercise for all Engineering majors.
Under the guidance of a faculty member,
students investigate a problem o f their choice
in an area o f interest to them. In some cases,
group projects are possible. A t the end of the
semester students prepare a written report and
make an oral presentation.
Spring semester.
91. S p e c ia l T o p ic s .
Subject matter 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.
115
Engineering
9 3 . D ire c te d R e a d ing o r P ro je c t.
W ith the permission o f the Department and a
faculty member who is willing to supervise it,
qualified students may do special work with
either theoretical, experimental, or design
emphasis in areas not covered by the regular
courses.
9 6 . T h e s is .
W ith approval, a student may undertake a
thesis project as a part o f his or her program in
the senior year. The student is expected to
submit a prospectus o f the thesis problem
before the start o f the semester in which the
thesis project is carried out.
PREPARATION FOR EXTERNAL EXAMINATIONS
The Department will arrange External Examina
tions in the following areas to be prepared for
by the combinations o f courses indicated.
E le c tro n ic s
Electronic Circuit Analysis and Design I and II
D ig ita i S y s te m s
Digital Logic
Computer Organization, or Laboratory Com
puter Applications
S y s te m s and C o n tro l
Circuits and Systems
Control Theory and Design
116
C o m m u n ic a tio n s
Electromagnetic Theory
Communication Systems
E n e rg y C o n v e rs io n
Heat Transfer
Thermal Energy Conversion
W a te r R e s o u rc e s En g in e e rin g
Environmental Engineering
W ater Resources
S tru c tu ra l M e c h a n ic s
Mechanics o f Solids
Structural Theory and Design
M e c h a n ic s of M a te ria ls
Mechanics of Solids
Engineering Materials
English Literature
T H O M A S H. B L A C K B U R N , Professor2
K A Z IM IE R Z B R A U N , Visiting Professor of Theatre
D EN N IS B R U T U S , Cornell Visiting Professor
LEE DEVIN, Professor and Director of The Theatre3
C H A R LE S L. J A M E S , Professor
HAROLD E. PAGLIARO, Professor
S U S A N SN YD ER , Professor and Chair
PH ILIP M . W E IN S TE IN , Professor
M A R Y L. POOVEY, Associate Professor
CRAIG W IL L IA M S O N , Associate Professor
N A TH A L IE F. A N D ER SO N , Assistant Professor3 ;t
LAU R IE LA N G B A U E R , Visiting Assistant Professor
T H O M A S P. LEFF, Assistant Professor and Technical Director of The Theatre
PETER J . S C H M ID T, Assistant Professor
AR B E B L U M , Instructor
E LIZ A B E TH C H A D W IC K , Lecturer
M A R C E L L. CHERRY, Lecturer
This Department offers courses in English
literature, American literature, theatre, some
foreign literatures in translation, and critical
theory. The departmental curriculum is planned
to provide experience in several critical ap
proaches to literature and play production, in
the intensive study of works of major writers,
the study of the development of literary types,
and the theoretical considerations implicit in
literary study. The Department also provides
some instruction in the writing of poetry,
fiction, and drama, in acting, and in design for
the theatre.
REQUIREMENTS AND RECOMMENDATIONS
Any introductory course— English 2 through
15— is the prerequisite for all other courses in
literature. (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
Department as particularly appropriate for
freshmen. Enrollment will be limited to 25
students per course; priority is given to
freshmen and sophomores. Students will not
normally take a second introductory course
unless approved by the instructor of the first
course. Only one such course may be counted
towards the major. The minimum requirement
for admission as a major or as a minor in
English is two semester-courses in the Depart
ment. (Students with AP scores of 4-5 in
English Literature an d /or English Composi
tion receive credit toward graduation. This
credit, when it is for work in English Literature,
may count as well toward distribution and
major requirements.)
Students considering a major in English are
strongly urged to take one or two additional
courses during the sophomore year. Majors and
prospective majors should consult a member of
the English Department for information about
courses in other departments complementary
to their work in English; work in foreign
languages is especially recommended.
2 Absent on leave, spring semester, 1986.
3 Absent on leave, 1985- 86 .
117
English Literature
Students who plan to do graduate work, to
follow a course o f professional training, or to
seek teacher certification in English, should see
a member o f the Department for early help in
planning their programs, as should students
who plan to include work in English literature
in a program with a major in Literature or
Medieval Studies. Students planning to qualify
for teacher certification in English are re
minded that work in American literature and in
linguistics or the history o f the English language
is required in addition to other requirements of
the major.
plays and critical works given to students when
they are accepted into the major; and 2 ) a
take-home essay describing solutions to artistic
and critical problems. A Senior Essay or
project (Theatre 29 , 30 ) is optional; interested
students should consult with the appropriate
advisor in the spring of their junior year.
Major in the Course Program: The work of a
major in Course consists o f a minimum o f eight
semester courses in the Department, including
Shakespeare, at least two courses in literature
written before 1830 (such courses are marked
with a *), and one course featuring critical
theory (such courses are marked with a **).
The Comprehensive Examination, taken at the
beginning o f the spring semester o f the senior
year, will be based on a list o f major authors.
This list will be available to majors and
prospective majors at least three semesters
before the date of the exam itself.
IA . E x p o s ito ry W ritin g (W o rk s h o p ).
Individual and group work as intensive prepa
ration for further work and with applications
to a variety of fields. For students to whom the
course is recommended. Does not meet the
distribution requirements. May be taken in
more than one semester, but for a maximum of
one and one half credits.
Each semester. Cherry.
Major in the External Examination (Honors)
Program: Majors in the Honors Program must
prepare three or four papers in the Department,
two o f which must be on subjects covered in
seminars in Group 1 or on other early material
decided upon after consultation with the
Department. Majors must also take a course or
seminar that features critical theory (such
courses and seminars are marked with a * * ) .
Minor in the External Examination (Honors)
Program: Minors are ordinarily required to
prepare two papers in the Department.
Theatre Concentration: The work o f a major in
Course with a concentration in Theatre con
sists o f a minimum o f eight semester courses,
including the following required courses: In
troduction to Theatre (Theatre 1), Introduc
tion to Design (Theatre 14), Theatre History
(Theatre 13), and Shakespeare. In addition,
majors are required to take at least one other
course in dramatic literature written before the
modern period. The Comprehensive Examina
tion (taken at the beginning o f the spring
semester o f the senior year) will be in two parts:
1 ) a three-hour exam based on a reading list of
118
Students are urged to consult the announce
ments of other departments which offer courses
appropriate to the concentration. It is useful
for those anticipating a theatre concentration
to plan their programs early to avoid possible
conflict with the twenty-course rule.
IB . En g lish f o r F o re ig n S tu d e n ts.
Individual and group work on an advanced
level for students with non-English back
grounds. Does not meet distribution require
ments.
Each semester.
IC . T h e W ritin g P ro c e s s .
This course combines study o f theories of
composition and the teaching o f writing with
supervised experience applying the skills de
rived from that study in paper comments and
conferences. Enrollment limited to students
selected as Writing Associates.
Fall semester. Blackburn.
2. S c ie n c e and the L ite ra ry
Im a g in atio n .
An introduction to the critical reading of
literature, using texts (in prose and verse from
the 16th century to the present) which are
concerned with or reflect the impact o f science
and scientific thinking on individual and
society.
Not offered 1985-86. Blackburn.
3. S tu d ie s in th e C o n s tru c tio n
of C h a ra c te r.
This course will examine different construc
tions o f character in poems, plays, stories,
novels, and essays, with particular attention to
the ways writing writes us. W e will consider
issues of cultural stereotypes and o f gender,
and extend our investigation to painting as well.
Readings from the Renaissance through today.
W riters will include, among others, Burton,
Jonson, Pope, Hardy, Freud, W oolf, Forster,
Stein, as well as contemporary poets and fiction
writers.
Each semester. Langbauer.
Eliot, Shaw, and Lawrence— whose works
attack orthodox ways and offer moral alterna
tives as necessary to human well-being.
Fall semester. Pagliaro.
4. T h e O u ts id e r.
Alienation as stance and theme in drama,
narrative, and lyric poetry: close study of
works by Shakespeare, Milton, Marvell, Con
rad, Charlotte Bronte, T . S. Eliot, and Margaret
Atwood.
Not offered 1985-86. Snyder.
10. W a y s of S e e in g .
Perspectives of writers and readers in a variety
o f literary contexts. This course will examine
point o f view, frames o f reference, modes of
perception: how authors "tell all the truth but
tell it slant.” W e will consider how cultural
beliefs are propagated and changed by visual
and verbal devices. W orks by Shakespeare,
Herbert, Le Guin, Bierce, Dickinson, Brown
ing, Ellison, W oolf, Pinter.
Fall semester. Blum.
5. C o m in g of A g e .
This course will deal with various treatments of
growing up in plays, lyrics, and novels from
ancient Greece to contemporary America.
W riters to be studied include Sophocles,
Shakespeare, Dickens, Morrison and several
contemporary poets.
Not offered 1985-86. Poovey.
11. F ig u re s in th e V eil.
A study of the phenomenon of doubleconsciousness in selected narratives and poetry
written by Afro-Americans since the Civil
W ar. Authors will include Chesnutt, W .E .B .
DuBois, Ellison, Hughes, Zora Hurston, J.W .
Johnson, and selected poets.
Not offered 1985-86. James.
6. R ite s of P a s sa g e .
The course will focus on various rites o f
passage, symbolic actions which chart crucial
changes in the human 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, community
and liminality, and the mediation of the sacred
and the profane. Major authors will include
Blake, Shakespeare, Conrad, and Lawrence.
Fall semester. Williamson.
7. C o m e d y .
A study of the form and function of comedy in
works by Shakespeare, Austen, Gogol, Welty,
Ellison, Beckett, and selected poets.
Each semester. Schmidt.
8. T h e Iro n ic S p irit.
This course focuses on the way the ironic
mode— both verbal and philosophical— accom
modates responses to fundamental contradic
tions and paradoxes. Authors include Shake
speare, Fielding, Hardy, Emily.. Dickinson,
Twain, Stephen Crane, and Ralph Ellison.
Fall semester. James.
9. F o u r S e c u la r W r it e r s of the S p irit.
A study of iconoclastic authors— Blake, George
12. T h e P ic a re s q u e .
This course will consider the western develop
ment o f a resilient theme in literature: adven
tures of a rogue or scoundrel. The class will
identify structural and thematic concerns typ
ical o f the literature of roguery and discuss the
theoretical problems involved in the definition
o f literary genre. Readings will be in English but
will be drawn from more than one linguistic
tradition. Emphasis will be on class discussion
and on the writing o f five critical papers.
Readings drawn from such authors as Defoe,
Smollett, Fielding, Byron, Lesage, Twain, Mann,
Bellow, Kerouac, Graff and others.
Fall semester. Chadwick.
13. S tu d ie s in L ite ra tu re of
th e F a n ta s tic .
Working from a foundation in the psycho
logical theories o f Freud and Jung, this course
examines a variety of works which posit an
alternative reality, confront characters and
readers with psychological darkness, or other
wise explore the possibilities of fantasy. Among
texts we will consider are Sir Gawain and the
Green Knight, Shakespeare’s The Tempest, Mary
Shelley’s Frankenstein, poems o f W .B . Yeats,
and Marquez’ One Hundred Years o f Solitude.
Not offered 1985-86. N. Anderson.
119
English Literature
14. C o n te m p o ra ry A fr ic a n L ite ra tu re .
This course will introduce the student to
contemporary African writing in various genres
including drama, fiction, and poetry. Among
the writers studied will be Achebe, Beti,
LaGuma, Ngugi, Sembene, and Soyinka. Some
supplementary critical reading will be required.
Spring semester. Brutus.
16. S u r v e y of E n g lish L ite ra tu re , I.*
An historical and critical survey o f poetry,
prose, and drama from Beowulf to Milton.
Fall semester. Pagliaro.
17. S u r v e y o f E n g lish L ite ra tu re , II.
An historical and critical survey of poetry,
prose, and drama from Dryden to Lawrence.
Spring semester. Pagliaro.
2 0. In tro d u c tio n to O ld E n g lish :
La n g u a g e , L ite ra tu re , and C u ltu re .*
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, or Germanic traditions. The
latter part o f the course will be devoted entirely
to the study o f Old English poetry. W ith the
permission o f the instructor this course may be
taken without the usual prerequisite course;
however, it may not serve in the place o f a
prerequisite for other advanced courses.
Fall semester. Williamson.
21. C h a u ce r.*
Reading in Middle English of most o f Chaucer’s
major poetry with emphasis on The Canterbury
Tales and Troilus and Criseyde. The course
attempts to place the poetry in a variety of
critical and cultural contexts— both medieval
and modern— which help to illuminate Chau
cer’s art.
Spring semester. Williamson.
2 2. M e d ie v a l E n g lish L ite ra tu re .*
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 charms, Beowulf,
several o f Chaucer’s Canterbury Tales and
Troilus and Criseyde, selected mystery plays,
Everyman, Sir Gawain and the Green Knight,
Pearl, portions o f Piers Plowman, and Malory’s
120
LeMorte d}Arthur. Selected lyrics and Canterbury
Tales will be read in Middle English; other
works in translation or modernized forms. No
previous knowledge o f Middle English is
required.
Not offered 1985-86. Williamson.
25. S h a k e sp e a re .*
Two traditionally separate approaches to
Shakespearean drama, the literary and the
performative, converge in this course. Thus
Shakespeare’s plays are approached both as
literature and as blueprints for performance
that lead to the study o f acting, scenic design,
directing and the history of the drama in per
form ance. In addition to discussions and
lectures the course includes both professional
and amateur performances o f scenes, and film
and video showings.
Fall semester. Blum and Leff.
26. R e n a is s a n c e P o etry.*
Lyric and narrative poetry o f the Elizabethan
age and early 17th century.
Not offered 1985-86. Snyder.
27. T u d o r -S t u a r t D ra m a .*
Development o f the English drama in the
sixteenth and seventeenth centuries.
Not offered 1985-86. Blackburn.
28. M ilton.*
Study of Milton’s poetry with particular em
phasis on Paradise Lost.
Not offered 1985-86. Blackburn.
35. E ig h te e n th -C e n tu ry L ite ra tu re .*
A study o f selected English prose and poetry
from 1660- 1800, with some special attention
given to works that attempt to find order and
stability in the face o f social, religious, and
emotional doubt. Authors to be read include
Dryden, Swift, Pope, and Johnson. Aspects of
Hobbes, Natural Supernaturalists, Graveyard
poets, and others will also be considered,
chiefly as background.
Not offered 1985-86. Pagliaro.
36. En g lish N o v e l, I.*
How does the novel define itself? W e will
consider the novel’s unceasing and always
incomplete process o f self-definition, especially
in terms of its relation to other forms o f prose
fiction. W e will also read some standard critical
writings critically. W riters will include Sydney,
Richardson, Fielding, Sterne, Austen, Bronte,
Dickens.
Fall semester. Langbauer.
38. R o m a n tic Poetry.*
A study o f the poetry of Blake, Wordsworth,
Coleridge, Byron, Shelley, and Keats, with
attention given to the ideas as well as to the
form and structure of their works.
Spring semester. Pagliaro.
41. E m in e n c e and D e ca d e n ce :
T h e V ic to ria n P oets.
A study o f the poetry of Tennyson, Robert and
Elizabeth Barrett Browning, Arnold, Meredith,
the Rossettis, W ilde, and others, with particu
lar attention to each artist’s response to the
stresses of the era.
Not offered 1985-86. N. Anderson.
42. E n g lish N o v e l, II.
A consideration of English fiction since 1850.
Not offered 1985-86.
43. S tu d ie s in E n g lish Fictio n .
This course will study developments in fiction
(mainly English) from Dickens, George Eliot,
and Flaubert to Lawrence and Joyce. Syllabi
vary from year to year, but the focus remains
on ideological premises and aesthetic practices
as these alter in the transition from Victorian to
Modern culture.
Fall semester. Weinstein.
4 4. N a r r a t iv e C o n tra c ts : R e a d in g s in
the N o ve l.
The texts and thematic focus of this course will
vary from year to year, but attention will always
be given to the following topics: the relation
ship between formal and thematic elements of
novels, narrative contracts with the reader, the
representation o f gender, and women writers.
Not offered 1984-85. Poovey.
45. M o d e rn B ritis h P o e try .
A consideration o f the major British poets
from Hardy to Ted Hughes, with particular
attention given to each p oet’s individual
response to the circumstances o f modern life.
Not offered 1985-86. N. Anderson.
4 6. In tro d u c tio n to A n g lo -Ir is h
L ite ra tu re .
This course will cover the background to the
modern literature through such topics as epic
literature, the monasteries, the Big House, the
Irish storyteller, and will include readings from
The Tain and the Finn Cycle, as well as from
Somerville and Ross, Synge, O ’Casey, Kavanagh, Heaney, and others.
Spring semester. Durkan.
50. S tu d ie s in the A m e ric a n
R enaissance.**
A study of the central writers o f the American
Renaissance, 1820- 1865: Emerson, Hawthorne,
M argaret Fuller, Thoreau, Melville, W alt
Whitman, and Emily Dickinson.
Not offered 1985-86. Schmidt.
51. F ic tio n s of A m e ric a n N a tu ra lis m .
This course examines several important at
tempts by American writers o f fiction to
redefine the tragic experience in modern terms
and consistent with the way scientific method,
deistic faith, and biological discoveries con
verged in their imaginations. W riters will
include Kate Chopin, Stephen Crane, Theodore
Dreiser, W . D. Howells, Jack London, Frank
Norris, and Richard Wright.
Spring semester. James.
52. T w a in , F a u lk n e r, R ic h a rd W rig h t,
and F la n n e ry O 'C o n n o r.
Selected works, with emphasis on Faulkner.
The course will focus on the ways in which the
writer’s imagination confronts some o f the
ideals and contradictions o f American life
(with special attention to relations between
blacks and whites).
Not offered 1985-86. Weinstein.
5 3 . T o p ic s in A m e ric a n L ite ra tu re .
A survey of several enduring issues in American
literature, among them the myth of the selfmade man or woman, the "plain style” in prose
and poetry, and the concept o f manifest destiny
in Puritan, Deist, and Romantic historiography.
The reading will include a variety o f texts, from
autobiographies, histories, essays, diari’es, and
political tracts, to poems and fiction. Authors
to be studied include the Puritans Bradstreet,
W inthrop, Taylor, and Edwards; the Deists
Franklin, Jefferson, and Paine; and Douglass,
Hawthorne, Emerson, Thoreau, Whitman,
Dickinson, Twain, Chopin, and Fitzgerald.
Not offered 1985-86. Schmidt.
54. S tu d ie s in A m e ric a n F ictio n .
An introduction to the development o f the
American short story from the early nineteenth
century to the present, including work by
Irving, Poe, Hawthorne, Melville, Wilkins,
Freeman, Hemingway, Fitzgerald, O ’Connor,
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English Literature
Welty, Barthelme, and Pynchon.
Not offered ig85-86. Schmidt.
5 5 . M o d e rn A m e ric a n P o e try .
Selected poems and prose by Williams, H. D.
Pound, Stevens, Moore, and others.
Fall semester. Schmidt.
56 . C o n te m p o ra ry P o e try .
Not offered 1985-86. N. Anderson.
57 . C o n te m p o ra ry A m e ric a n P ro s e .
An examination of the myriad regional accents,
aims, and styles— from documentary realism to
symbolic fantasy— which distinguish Amer
ican prose since W orld W ar II.
Spring semester. Schmidt.
58 . T h e A m e ric a n A u to b io g ra p h y .
This course examines— through the genre of
autobiography— the American tendency to
discover, assert, and recreate the Self. The
range o f authors is meant to suggest possible
pairings o f interrelated black and white works
and includes Benjamin Franklin, Frederick
Douglass, Henry Adams, Jane Addams, Ger
trude Stein, Richard Wright, Zora Hurston,
Norman Mailer, Maya Angelou, and Malcolm
X.
Fall semester. James.
5 9. T h e B la c k A m e ric a n W rite r.
Thisc survey o f prose fiction and poetry pays
particular attention to the way the AfroAmerican author engages the modes o f the
pastoral and "antipastoral” as thesis and
antitheses. W riters include Charles Chesnutt,
Jean Toom er, Zora Hurston, Sterling Brown,
Richard Wright, Gwendolyn Brooks, and
James Baldwin.
Not offered 1985-86. James.
6 0. T h e C o n te m p o ra ry B la c k W r it e r of
the U n ite d S ta te s .
An examination o f the way history, myth, and
blues (as oral form ) are transformed into meta
phor, ritual, and motif by contemporary AfroAmericans. W riters discussed will include
Baldwin, Baraka, David Bradley, Morrison,
Alice Walker, and selected poets.
Not offered 1985-86. James.
6 5. P o e try W o rk s h o p .
A class, limited to twelve, in which students
write, read, translate, and talk about poetry.
W e will emphasize the discovery and develop
ment of each individual’s distinctive poetic
122
voice, imagistic motifs, and thematic concerns,
within the context o f contempory poetics.
Students should submit 3-5 pages of poetry for
admission, at a time announced during fall
semester. The workshop will meet once a week
for three hours. Admission and credit are
granted at the discretion o f the instructor.
(Studio course)
Spring semester. Schmidt.
66. Fictio n W rite r s ’ W o rk s h o p .
The course is devoted to the analysis of stories
submitted 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 theoreti
cal aspects o f fiction writing. Students should
submit one story for admission, at a time
announced during the fall semester. Admission
and credit are granted at the discretion o f the
instructor. (Studio course)
Spring semester.
67. C o llo q u iu m : B e a d in g s in B u tle r
and S h a w .
A selection o f novels, essays, and plays by
Samuel Butler and George Bernard Shaw.
Discussions and papers will focus on the view
o f human relationships and social structures in
each author, as well as the literary techniques
each uses to present and evaluate them. Butler’s
and Shaw’s opposition to Darwinian evolution
will also be considered briefly.
Spring semester. Pagliaro.
68. R ead ing and W ritin g P o e try .
This course aims at developing the ability both
to read and write poetry. A considerable
portion o f our time will be devoted to the study
o f traditional verse forms. In addition members
o f the class will be required to do original work,
some o f which will be brought into class for
discussion and revision.
Fall semester. Brutus.
69. C o llo q u iu m : A d v a n c e d S h a k e s p e a re .
Desire, death, and domestication of love in
Shakespeare’s middle and late plays. Intensive
study o f Measure for Measure, Othello, The
Winter's Tale, King Lear, Pericles, Coriolanus,
Antony and Cleopatra, The Tempest, with special
attention to genre study.
Spring semester. Blum.
70. R e n a is s a n c e C o m p a ra tiv e
L ite ra tu re .*
(See C E L 70 .) Humanism and "Counter-Ren
aissance” developments in major writings of
Renaissance Europe: Erasmus, More, Rabelais,
Petrarch, Gaspara Stampa, Ariosto, Marguerite
de Navarre, St. John of the Cross, and
Cervantes (all studied in translation).
Not offered 1985-86. Snyder.
will include Stanislavsky, Nietzsche, Freud,
Brecht, and Artaud. There will be occasional
labs for working on scenes with professional
actors and for viewing film versions of the
plays. (Crosslisted C EL 74 a.)
Spring semester. Williamson.
71. E u ro p e a n R o m a n tic is m .*
(See C EL 71 .) The class will elaborate a def
inition of literary romanticism in a European
context. W e will consider popular forms such
as ballads and folk tales, as well as hymns,
poems, gothic and epistolary novels, and
drama. Discussion o f such themes as Orien
talism, medievalism, the supernatural and the
scientific. Authors include: Shakespeare, Words
worth and Coleridge, Shelley, E.T .A . Hoffman,
Goethe, Novalis, Chateaubriand, Beckford,
Constant, Foscolo. All texts available in trans
lation; students with working knowledge of
French and German are encouraged to read in
the original language.
Not offered 1985-86. Chadwick.
74b. M o d e rn D ra m a II: A v a n t G ard e
and C o n te m p o ra ry .
A study o f a broad range of recent dramatic
writing. Particular emphasis on experimental
and radical theatre movements in England,
Germany, Poland, and the United States.
Authors include: Beckett, Bond, Stoppard,
Handke, Kroetz, Witkiewicz, Rozewicz, Shep
ard, and Foreman. (Crosslisted C EL 74b).
Not offered 1985-86. Leff.
72. P ro u s t, J o y c e , and Fa u lk n e r.
Selections from Proust’s Remembrance o f Things
Past, Joyce’s Portrait o f the Artist and Ulysses
entire, and selected Faulkner novels. Emphasis
on the ideological and form al tenets o f
modernism.
Not offered 1985-86. Weinstein.
73. P ro u s t and J o y c e .
An intensive comparative study. Readings will
include A Portrait o f the Artist as a Young Man,
Ulysses, and substantial portions of A la
Recherche du temps perdu. Proust readings and
lectures will be conducted in French. Crosslisted as French 75 , this course counts toward
concentration in either English or French. It
will explore the role of the artist; the modernist
sense of character; narrative experiments with
plot, style, and point o f view; the meanings of
time and memory.
Prerequisites: French 12 and an introductory
English course (or their equivalents).
Not offered 1985-86. Weinstein and Roza.
74a. M o d e rn D ra m a I: Ib s e n to
A v a n t G a rd e .
A study o f the major dramatists from the turn
o f the century to the rise of the avant garde.
Playwrights will include Ibsen, Chekhov,
Strindberg, Shaw, Pirandello, Brecht, O ’Neill,
Genet, Beckett, and Pinter. Theoretical readings
75. M o d e rn P o e try .
A consideration of the various manifestations
of modernism in English Language poetry on
either side of the Atlantic. W e will trace the
careers of the High Modernists Yeats, Lawrence,
Pound, and Eliot; weigh the American experi
ments of Stein, Stevens, Williams, and Mari
anne M oore; review the impact o f Imagism and
the Harlem Literary Renaissance; examine brief
and extended poetic responses to some o f the
radical uncertainties engendered by early
twentieth-century history.
Not offered 1985-86. N. Anderson.
76. T h e B la c k A fr ic a n W rite r.
This study gives particular attention to the way
black African writers portray Africa emerging
from the age of myth— where the conceptuali
zation of time shaped and was shaped by a
traditional way o f life— into a conception of
time as we know it in our industrialized culture.
Readings will be chosen from works written in
English and in translation, including Achebe,
A rm ah , Ngugi, Sem bene, S enghor, and
Soyinka.
Not offered 1985-86. James.
77. F re e d o m and the A fr ic a n W rite r.
The history o f modern Africa is filled with
coups, countercoups, and reports of denials of
human rights. For writers censorship, bannings,
and banishments have become a common
experience. This course will study a number of
novels by contemporary Africans in order to
examine their treatment of these issues and to
arrive at an understanding of these problems.
Novels read will include works by Achebe,
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English Literature
Armah, Beti, LaGuma, Ngugi, and Sembene.
Fall semester. Brutus.
78. T h e A fr ic a n N o ve l.
A consideration o f the major African novelists,
with attention to both the political and aesthetic
dimensions o f their work.
Spring semester. Brutus.
7 9. S tu d ie s in C o m p a ra tiv e F ictio n .
This course will explore the relationship
between desire and the law, as well as the social
construction o f identity, in a range of 19th ' and
20 th-century novels. W riters will include
Dickens, Dostoevsky, Flaubert, Tolstoy, Kafka,
and Faulkner. (Crosslisted as C EL 79 .)
Spring semester. Weinstein.
8 0 . S a tire .
This examination o f satire as a literary genre
focuses on satiric forms and objectives. Em
phasis is placed on distinguishing between two
main conceptions o f satire and, therefore, two
different types of satirists. Selections are
chosen from Horace and Juvenal, Petronius,
Shakespeare, Pope, Swift, Voltaire, Twain,
Huxley, and Ishmael Reed.
Spring semester. James.
8 2 . R e p re s e n ta tio n s of W o m e n ’s
Identity.**
(Cross-listed as Psychology 52 .) A study o f the
ways in which psychology, literature, and
literary theory illuminate women’s identity and
self-expression. By examining such material as
psychological case studies, fairy tales, poetry
and fiction by male and female authors,
psychological theory and literary criticism, we
will identify some of the ways in which women
have been represented in our culture, the
consequences of this representation, and pos
sibilities for expanding self-awareness and
creativity.
Prerequisite: an introductory course in English.
Not offered 1985-86. Poovey and Marecek.
8 4. F o lk lo re and Fo lk life S tu d ie s .
(See History 84 .)
Spring semester. Morgan.
8 5. M o d e rn is m in A m e r ic a n A r t
a nd L ite ra tu re , 1 8 7 0 -1 9 3 0 .
An interdisciplinary study of the origins,
ideology, and development o f modernism and
anti-modernism in American culture between
124
1870 and 1930 using approaches from the
fields of art history, American studies, and
literary criticism. Artists considered include
Eakins, Homer, Cassatt, the Achcan school,
the ’291 ’ group, Hopper, and W ood; writers
include James, Wilkins, Freeman, Crane, Fitz
gerald, William Carlos Williams, and Nathaniel
West.
Prerequisites: introductory courses in both art
history and English literature. Permission of
one o f the instructors is required. (Crosslisted
A rt 52 .)
Not offered 1985-86. Schmidt and Hungerford.
8 7 . Film and F ictio n .
A study of the ways in which narrative fiction
is reshaped in the film medium and o f the
related but alternate realities in the comparative
" texts.” Texts will include the Trials o f Kafka
and Welles, a host o f Nosferatns, the Clockwork
Oranges of Burgess and Kubrick, and the Dark
Hearts o f Conrad and Coppola. Limited en
rollment.
Spring semester. Williamson.
88. W o m e n ’s L a b o rs : 183 0 -1 8 8 0 .
An interdisciplinary investigation into the ways
in which women’s experiences and self-con
ceptions were shaped by mid-Victorian stereo
types about the nature o f women. This is the
second o f two courses team-taught by members
o f the English and History departments of
Swarthmore, Bryn Mawr, and Haverford Col
leges.
Prerequisites: an introductory course in Eng
lish. (Crosslisted as History 8 8 .)
Fall semester. Poovey (Swarthmore) and Caplan
(Bryn Mawr).
90. C r it ic is m / T h e o r y Colloquium .**
The colloquium this year will examine inscrip
tions o f the feminine in Tudor and Stuart
England as set out in the writings of Spenser,
Shakespeare, Middleton, Webster, Milton, the
English Sonneteers, Queen Elizabeth 1st, Mary
Sidney Herbert, Amelia Lanier, Ann Boleyn,
among others. W e will also consider the
"woman question” in such primary texts as
devotional and domestic guides, autobiog
raphies, letters, and The Book o f Common
Prayer. The course is committed, as well, to
testing issues o f power, gender, authority now
under debate in contemporary critical theory
by refracting them through the lens of this
earlier period.
Spring semester. Blum.
91. C o llo q u iu m : L y r ic and
In te rp re ta tio n .* *
Study of modes of interpretation and the stance
of the interpreter through investigations of
lyric. The course attends equally to practical
and theoretical criticism and will focus on such
issues as: poetic occasion, closure, intertextuality, feminist poetics, imitation, and marginality. Selected poems of such poets as: W yatt,
Raleigh, Marvell, Milton, Keats, Donne, Dick
inson, Bishop, Stevens, Rich, and a number of
contemporary writers.
Not offered 1985-86. Blum.
Normally limited to juniors and seniors.
97. S h a k e s p e a re C o n fe re n c e .
(F o r course majors only.) Study o f at least
twenty-two plays, tracing the development of
Shakespeare’s craftsmanship and ideas. Re
quired o f course majors in the Department,
who meet weekly in small groups during the fall
semester. Students should read through the
plays before beginning the course.
Two credits.
Fall semester. Snyder.
9 2. T h e o r y of th e N ovel.**
An examination o f various narrative conven
tions, the interpretive problems raised by the
genre, and some of the critical approaches
contemporary theorists have taken to these
problems. Novelists to be read include Defoe,
Austen, Bronte, Conrad, and Calvino.
Fall semester. Poovey.
9 8 ,9 9 . S e n io r E ssa y, S e n io r T h e s is .
In the fall semester of the senior year, Course
majors in the Department may pursue a literary
project (English 98 ) of their own choosing. The
major part o f the semester is devoted to
preparing an essay (o r essays) under the super
vision o f a member of the Department. A brief
prospectus for the project must be submitted
for approval by the Department in April of the
junior year. Before submitting this prospectus,
Course majors should consult with the De
partment Chairman and with the Department
member who might supervise the project.
9 6. D ire c te d R eading.
Students who plan directed reading must con
sult with the appropriate instructor and submit
a prospectus to the Department by way of
application for such work before the beginning
o f the semester during which the study is
actually done. Deadlines for the receipt of
written applications are the second Monday in
November and the first Monday in April.
The project, culminating in an essay (o r essays)
o f 20-25 pages, will be completed in December
o f the senior year. Students who do well on this
project and wish to develop it into a compre
hensive thesis will take English 99 in the spring
semester. The work on the thesis will normally
deepen or expand work completed during the
fall.
THEATRE
1. In tro d u c tio n to th e T h e a tre .
This course includes sections on dramaturgy,
acting, design, and directing. Theatre profes
sionals from New York and Philadelphia meet
with the class as possible. The course includes
several short papers and an extended rehearsal
period in which the class divides into groups
and works on selected texts. Readings will be
drawn from among the following: Chekhov,
Pinter, Weiss, Brecht, Rozcwicz, Shepard,
Aristotle, Artaud, Craig, Appia.
Prerequisite for advanced theatre courses.
Fall semester. Braun, Leff.
2. T e c h n iq u e s of A c tin g .
This is the basic acting course, the prerequisite
for all others. It includes sections on history
and theory of acting as well as intensive work
on relaxation and concentration. Theatre 1 is
not required as a prerequisite. Readings will be
drawn from among the following: Stanislavski,
Boleslavsky, Chaiken, G rotow ski. Studio
course; one credit.
Spring semester. Braun.
3. P ro d u c tio n W o rk s h o p .
This course focuses upon and seeks to resolve
specific production problems (scenery, lighting,
audio, costuming, production management).
Theatre 1 is not required as a prerequisite. May
125
English Literature
be repeated once for credit. Studio course; onehalf credit.
Spring semester. Leff.
5. S c e n e S tu d y .
An acting studio for intermediate and advanced
students who choose their own projects in
acting technique and work on them with the
instructor’s supervision. May be repeated for
credit.
Prerequisite: Theatre 2 . Studio course; onehalf credit.
Fall semester. Braun.
13. T h e a tre H is to ry .
The study o f selected periods of theatre from a
historical perspective. Emphasis on the mani
festation o f philosophical, political, and moral
conditions in dramatic performance; consider
ation as well of the problematics o f reading
older texts within contemporary frames of
p e rfo rm a n ce . (R ead in g s: N ico ll, N agle,
R. Gilman, P. A rnott, G. W . Knight, Pepys,
V . Turner.)
Not offered 1985-86. Leff.
14. In tro d u c tio n to D esign.
The study o f theoretical and historical founda
tions for contemporary theatrical design. Prac
tical application of design principles in projects
and exercises. (Readings: Appia, Craig, Braun,
F. L. W right, K. Burke, Bachelard, Giedion.)
Fall semester. Leff.
15. A d v a n c e d D e sig n .
Extensive projects in support o f the Ensemble
classes; application o f design principles to
specific problems o f period style, theatre
architecture, and the collaborative process.
(Readings: Kepes, Klee, G. Stein, C. Bell,
V . Turner, Barthes, J. Berger.)
Spring semester. Leff.
16. P la y D ire c tin g .
Study and application o f the artistic principles
that determine the conditions o f performance,
with special attention to the issues of acting,
design, and the text. Class projects will be
presented to the public as a final exercise.
Meets with Advanced Design when possible;
attends rehearsals at People’s Light and Theatre
Company. (Readings: Clurman, Stanislavsky,
Foreman, Grotowski, Brecht, Brook.)
Spring semester. Braun.
17. P la y w r it in g W o rk s h o p .
Projects in play writing. Discussion o f play-
126
scripts supported by some reading and analysis
o f appropriate models. Admission at the dis
cretion of the instructor. Studio course; one
credit.
Spring semester.
18. P e rfo rm a n c e T h e o ry .
A study o f the development and evolution of
theories o f performance as they apply to theatre
and related arts. Authors will include Aristotle,
Diderot, Nietzsche, Artaud, Grotowski, Roland
Barthes.
Spring semester. Leff.
23. E n s e m b le I: S h a k e s p e a re .
This class rehearses and presents scenes in
conjunction with courses and seminars in
dramatic literature, principally Shakespeare.
The work o f the course includes research on
performance history and presentations to the
literature classes. May be repeated for credit.
Studio course; one credit.
Fall semester. Braun.
24. E n s e m b le II: A c t o r s and T e x ts .
The study and practice of dramatic choices.
Using the works o f a major modern playwright,
the class will explore the process o f moving
from scripted text to dramatic art. Acting
theory will include Stanislavsky, Boleslavsky,
Brecht, Artaud, Brook, and Grotowski. During
the last half o f the course the ensemble will
concentrate on selected scenes, one-acts, or a
full-length play: this exercise will culminate in
open rehearsals.
Prerequisite: Theatre 23 . Studio course; one
credit.
Fall semester. Wiliamson and Leff.
25. E n s e m b le III: S tu d ie s in
P e rfo rm a n c e .
For the first half o f the semester the class meets
weekly, choosing a script and preparing for
rehearsal (locating props, costumes, etc., learn
ing lines, critically analyzing the play). The
second half o f the semester will begin with a
brief, intense rehearsal period followed by
public performance. This will in turn be
followed by more rehearsal and another, more
extended, public run.
Prerequisite: Theatre 23 . Studio course; one
credit.
Spring semester. Braun.
28. D ire c te d R eading.
2 9 ,3 0 . S e n io r E s s a y .
An essay or production project prepared under
the supervision o f an appropriate faculty
member. A prospectus must be submitted for
approval in April of the junior year. Before
submitting the prospectus, majors should
consult with the Director and with the faculty
member who might supervise the project. A
one-credit project wilTnormally be completed
in the fall of the senior year. The fall work may
serve as preparation for a larger project to be
completed in the spring.
Staff.
SEMINARS
Group I
101. S h a k e s p e a re .
Study o f Shakespeare as dramatist and poet.
The emphasis is on the major plays, with a
more rapid reading of the remainder o f the
canon. Students are advised to read through all
the plays before entering the seminar.
Each semester. Staff.
102. C h a u c e r a nd M e d ie v a l L ite ra tu re .
A survey of English literature, primarily poetry,
from the 8 th through the 15th century with an
emphasis upon Chaucer. Texts will include
Beowulf and other selected Old English poems,
Sir Gawain and the Green Knight, Chaucer’s
Troilus and Criseyde and a major portion of The
Canterbury Tales, Piers Plowman, Pearl, Every
man, selected mystery plays, and portions of
Malory’s LeMorte d ’Arthur. Background read
ings will include selections from Andreas
Capellanus and Boethius. W orks in Chaucerian
dialect will be read in Middle English; other
works will be read in translation or in modern
ized versions. Modern analogies such as Gard
ner’s Grendel and Bergman’s Seventh Seal are
occasionally included.
Not offered 1985-86. Williamson.
104. M ilto n .
Study of Milton’s works with special emphasis
on Paradise Lost.
Spring 1987. Blackburn.
Group II
113. T h e E n g lish N o v e l.
Studies in English fiction from the eighteenth
century to the present.
Fall semester. Weinstein.
105. T u d o r-S tu a rt D ra m a .
The development o f English drama from
medieval morality plays to Jacobean tragedy
and comedy.
Not offered 1985-86. Blackburn.
106. R e n a is s a n c e Epic.
The two major English epics o f the period,
Spenser’s Faerie Queene and Milton’s Paradise
Lost, considered in the context of the work of
each poet and in relation to two antecedents,
Virgil’s Aeneid and Tasso’s Jerusalem Delivered.
Spring semester. Snyder.
108. R e n a is s a n c e P o etry.
Poetic modes and preoccupations of the Eng
lish Renaissance, with emphasis on Sidney,
Shakespeare, Spenser, Donne, Herbert, and
Marvell.
Spring 1987. Snyder.
109. E ig h te e n th -C e n tu ry L ite ra tu re .
Examination of the literary forms and critical
values o f the age, with special attention given to
the works of Dryden, Swift, Pope, and Johnson.
Not offered 1985-86. Pagliaro.
110. R o m a n tic P o e try .
Examination of the poetry of Blake, W ords
worth, Coleridge, Byron, Shelley, and Keats.
Fall semester. Pagliaro.
115. M o d e rn C o m p a ra tiv e L ite ra tu re .
Studies in fiction from Flaubert and Melville to
the present. Fall and Spring reading lists will be
different.
Each semester. Weinstein.
127
English Literature
116. A m e ric a n L ite ratu re.**
A study o f central writers o f the American
Renaissance, 1820-1865: Emerson, Hawthorne,
Margaret Fuller, Thoreau, Melville, W alt W hit
man, and Emily Dickinson. As well as closely
reading selected texts, we will place these
authors within a broad, interdisciplinary con
text, incorporating recent work by American
studies scholars, including contemporary fem
inist historians, and Michel Foucault. Special
emphasis will be given to the revolutionary
aesthetic and social implications o f Transcend
entalism for views o f religion, nature, language,
industrialism, and the "w om an’s sphere” in
society during the American Renaissance.
Fall semester. Schmidt.
118. M o d e rn P o e try.
A study o f the poetry and critical prose of
Yeats, Eliot, and Stevens in an effort to define
their differences and to assess their influence
on later poets and theorists.
Spring 1987 . N. Anderson.
119. M o d e rn Dram a.**
A survey o f dramatic literature from Ibsen to
the present. Texts will be examined both as
scripts for living theatre and as literary and
cultural documents. The seminar will visit
various theatres, meet with actors and direc
tors, and shape acting exercises. Secondary
readings on dramatic theory, criticism, and
intellectual history relevant to the plays under
discussion will be assigned each week.
Not offered 1985-86.
120. T h e o r y o f C ritic is m .* *
A course designed to provide a working
knowledge o f the major schools o f contempo
rary criticism. In addition to questions of
interpretation, issues addressed by these critics
128
include the nature o f language, the formation of
the literary canon, and the social and political
role o f the critic. Theories to be studied include
New Criticism, Structuralism, Post-struc
turalism, Psychoanalysis, Feminism, and Marx
ism.
Spring semester. Poovey.
121. M o d e rn B la c k F ictio n .
A comparative approach to black fiction o f the
United States, Africa, and the Caribbean. This
study attempts a unity o f themes arising out of
shared experiences o f heritage and exile— exile
from sources, tradition, and landscape. Empha
sis will be on works by W right, Baldwin, and
Morrison (U .S .A .), Achebe and Tutuola (Ni
geria), McKay and Harris (Caribbean).
Not offered 1985-86. James.
180. T h e s is .
A major in the Honors Program may elect to
write a thesis as a substitute for one seminar.
The student must select a topic and submit a
plan for Department approval no later than the
end o f the junior year. Normally, the student
writes the thesis, under the direction o f a
member o f the Department, during the fall of
the senior year.
Staff.
183. In d e p e n d e n t Study.
Students may prepare for an Honors Examina
tion in a field or major figure comparable in
literary significance to those offered in the
regular seminars. Independent study projects
must be approved by the Department and
supervised by a Department member. Dead
lines for the receipt o f written applications are
the second Monday in November and the first
Monday in April.
Staff.
History
M A R G A R E T A N D ER SO N , Professor *3
RORERT C. R A N N IS TE R , Professor
J A M E S A . FIELD, JR ., Professor Emeritus 5
K A TH R Y N L. M O R G AN , Professor
JE R O M E H. W OOD, JR ., Professor
H A R R ISO N M . W R IG H T, Professor
RORERT S . D U P LE S S IS , Associate Professor and Chairman 1
W IL L IA M JO R D A N , Visiting Associate Professor 4
LILLIA N M . LI, Associate Professor and Acting Chair 4
M A R JO R IE M U R P H Y , Assistant Professor
A N D R EW M . VERNER, Assistant Professor
LEILA RERNER, Lecturer 5
COURSE OFFERINGS AND PREREQUISITES
The Department of History offers a range of
courses o f value to all students, from surveys to
more specialized courses focusing on a specific
period, theme, or subfield. All courses attempt
to give students a sense o f the past, an
acquaintance with the social, cultural, and
institutional developments that have produced
the world o f today, and an understanding o f the
nature o f history as a discipline. The courses
emphasize less the accumulation of data than
the investigation, from various points of view,
o f those ideas and institutions— political, reli
gious, social, and economic—by which people
have endeavored to order their world.
Surveys are designed to serve the needs of
students who seek a general education in the
field, as well as to provide preparation for a
range of upper-level courses. Freshman sem
inars explore particular issues or periods in
depth. Although these entry-level courses vary
somewhat in approach, they normally consider
major issues o f interpretation, the analysis of
primary sources, and historical methodology.
Prerequisites: Surveys (numbered one through
nine) are open to all students without pre
requisites. Freshman seminars are open only to
freshmen on the same basis. Upper-level
courses are generally open to all students who
have taken a survey in the same area, or who
have Advanced Placement scores of 3 -5 in the
same area , or by permission o f the instructor
based on work in fields related to the subject of
the course. Exceptions are courses "n o t open
to freshmen" or where specific prerequisites
are stated. For courses not clearly in the area of
one of the surveys, please consult the instructor.
REQUIREMENTS FOR THE MAJOR
Prerequisites: The prerequisite for admission to
the Department as a major in the Course or
External Examination (Honors) Program or as
a minor in the Honors program is normally at
least two History courses taken at Swarthmore
and a satisfactory standard o f work in all
1
3
4
5
courses. A t least one of these history courses
should be taken within the History Department,
and preferably two for admission to Honors.
Ideally preparation of the major should include
at least one survey, and either a freshman
seminar or upper-level course. Students who
Absent on leave, fall semester, 1985.
Absent on leave, 1985-86.
Fall semester, 1985.
Spring semester, 1986.
129
History
intend to continue their studies after graduation
should bear in mind that a reading knowledge
o f one or two foreign languages (particularly
French and German) is now generally assumed
for admission to graduate school.
Major in the Course Program: The work o f the
major in course consists o f at least eight (and
normally no more than eleven) semester
courses in the department plus a thesis, chosen
so as to fulfill the following requirements:
(a)
Course majors must fulfill certain depart
mental distribution requirements. For
purposes o f distribution the Department
has divided its courses into four groups:
(1) Ancient, Medieval, and Early Modern
Europe through the 18th century; (2 )
Modern Europe (19th -20th centuries);
( 3 ) the United States; and ( 4 ) Africa, Asia,
and Latin America. Course majors must
take at least one course from each of these
areas. Beyond that, majors are encouraged
to concentrate informally in topics or areas
o f special interest to them, including at
least three courses in the area o f the senior
thesis.
(b) Course majors must take History 91
(Junior Seminar) in the spring o f the junior
year. This course considers the nature and
methods of historical research and in
volves the writing o f an historiographical
essay related to the topic o f the senior
thesis.
(c) Course majors in the fall of the senior year
complete a single credit thesis (History 9 2 )
on the topic developed in the junior
seminar.
Major and. minor in the External Examination
(Honors) Program: Candidates for Honors may
elect history as a major or a minor in the
Division o f Humanities, in the Division of the
Social Sciences, or in cross-divisional programs.
Majors in the Honors Program may take either
three or four seminars in the Department.
Minors in the Honors Program are ordinarily
expected to take at least two seminars.
ADVANCED PLACEMENT AND ATTACHMENT OPTIONS
Advanced Placement. The Department will
automatically grant one semester’s credit for
incoming students who have achieved a score
o f 5 in Advanced Placement history tests. This
credit may be counted toward the number of
courses required for graduation. It may be used
in partial fulfillment o f the college distribution
requirements. For majors, it may serve as
partial fulfillment o f the departmental distri
bution requirements listed above. Grades of 3
and 4 may serve as prerequisite for advanced
courses in history in the same area (European
or American) as the Advanced Placement
course.
Language Attachment. Certain designated
courses offer the option o f a foreign language
attachment, normally for one-half credit. Per
mission to take this option will be granted to
any student whose reading facility promises the
profitable use o f historical sources in the
foreign language. Arrangements for this option
should be made with the instructor at the time
o f registration.
1. E a rly Eu ro pe .
Europe from the rise o f Christianity to the end
130
o f the Middle Ages. This course will stress the
uses o f primary sources.
Not offered 1985-86.
2. E a rly M o d e rn Eu ro pe.
From the late Middle Ages to the mid
eighteenth century, focusing on intellectual
movements, varieties o f state formation, and
economic and social change.
Spring. DuPlessis.
3 A . M o d e rn Europe.
A topical survey from the Old Regime to the
Cold W ar, with emphasis on the political,
institutional, economic, and social forces that
have shaped modern Europe. Topics include
Enlightenment and religion, revolutions and
reform movements, industrialization and the
rise o f the modern nation-states, imperialism,
and world war.
Not offered 1985-86. Anderson.
3B. M o d e rn E u ro pe a n S o c ie ty and
C u ltu re .
An introduction to the history o f major ideas
and intellectual movements in relation to social
realities and political action from the eighteenth
to the twentieth century. Changing conceptions
o f the individual, state, and society are exam
ined in historical context.
Fall. Verner.
4. Latin A m e ric a .
The development of the Latin American area
from preconquest times to the present. Empha
sis is on the political, economic, and social
development of Brazil, Mexico, and Argentina,
and on recent attempts at radical transformation.
Optional Language Attachment: Spanish or
Portuguese.
Spring. W ood.
5. T h e U n ite d S ta te s to 1877.
The colonial experience and the emergence of
an American social order; Revolution and
Constitution; the "first” and "second” party
systems; humanitarianism and social control in
the antebellum reform; slavery, the Civil W ar,
and Reconstruction.
Fall. Bannister.
6. T h e U n ite d S ta te s s in c e 1877.
Industrialism and the American social order;
the welfare state from the Square Deal to the
Great Society; world power and its problems;
the 1960s and its legacy.
Spring. Murphy.
7. T h e H is to ry of the A fr ic a n A m e ric a n
People.
This course is a topical survey o f the historical
legacy o f the African American people. It
begins with ancient black Egypt prior to the
immigration of non-indigenous Africans to the
Nile Valley. It studies the connection of ancient
Egyptian culture with the rest of Africa, and the
impact of African culture on Asia, Europe, and
America, prior to the rebirth and expansion of
Europe. The struggles of black men and women
for liberation in the United States are seen as an
"exciting chapter in the history of humanity.”
Topics include: blacks in science, black nation
alism, black Muslims, black Jews, Pan African
ism, revolutionary Pan Africanism, and the
Black Power idea.
Fall. Morgan.
8. A fric a .
A survey o f African history, with an emphasis
on tropical Africa in modern times.
Spring. Wright.
9. C h in e se C iv iliz a tio n .
An historical introduction to various aspects of
traditional Chinese civilization and culture—
language, literature, philosophy, art, imperial
and bureaucratic institutions. The impact of
Chinese civilization on other parts o f Asia will
be examined briefly.
Spring. Li.
IO A . F re s h m a n S e m in a r:
T h e C ru s a d e s .
The history of the crusading movement from
its beginnings in eleventh century papal ideol
ogy through the fall o f Constantinople to the
Turks in 1453. The emphasis will be less on the
military campaigns than on W est European
political and social change brought about by
exposure to Islam. Open to freshmen only.
Enrollment limited to ten. Preference given to
freshmen entering with Advanced Placement
score o f 3 or better in European History.
Not offered 1985-86.
IO B . F re s h m a n S e m in a r: T h e T h ird
R eich and the H o lo ca u st.
An intensive examination of the origins, ideol
ogy, and operations of the Nazi regime, its
extension across Europe, and responses of
victims and collaborators. Open to freshmen
only. Enrollment limited to ten. Preference
given to freshmen entering with Advanced
Placement score of 3 or better in European
History.
Optional Language Attachment: German.
Not offered 1985-86. Anderson.
IO C . F re s h m a n S e m in a r: T h e G re a t W a r
An examination o f the political, social, and
diplomatic setting of the European war o f 1914
to 1918 and of its effects on the major par
ticipants. The period studied will be roughly
from 1870 to 1920. Open to freshmen only.
Enrollment limited to ten. Preference given to
freshmen entering with Advanced Placement of
3 or better in European history.
Not offered 1985-86.
IO D . F re s h m a n S e m in a r: T h e Cold
W a r Era.
A focused examination of the origins and
persistence o f the cold war from the globali
zation of containment to the pressure of
domestic conflict. Topics include: the EisenhowerDulles years, Kennedy’s Crisis Management,
LBJ and Vietnam, Nixon/Kissinger’s Detente,
131
History
Truman’s Decisions to Drop the Bomb and
subsequent nuclear policy decisions. Open to
freshmen only. Enrollment limited to ten.
Preference given to freshmen entering with
Advanced Placement o f 3 or better in American
history.
Not offered 1985- 86. Murphy.
10E. F re s h m a n S e m in a r: T h e In v a s io n of
A m e ric a .
A study o f pre-Columbian America and a
comparative analysis o f interactions between
Indians and Europeans in colonial Spanish and
British America. Open to freshmen only.
Enrollment limited to ten. Preference given to
freshmen entering with Advanced Placement of
3 or better in American history.
Fall. W ood.
C la s s ic s 21. A n c ie n t G re e c e .
(See listing under Department o f Classics.)
C la s s ic s 31. H is to ry of G re e c e .
(See listing under Department o f Classics.)
Not offered 1985-86.
C la s s ic s 32. T h e R o m an R e p u b lic
and A u g u s tu s .
(See listing under Department o f Classics.)
C la s s ic s 42. G re e c e in the Fifth
C e n tu ry R.C.
(See listing under Department o f Classics.)
C la s s ic s 44. T h e E a rly R o m an E m p ire .
(See listing under Department of Classics.)
Not offered 1985-86.
11. E a rly M e d ie v a l Eu ro pe.
The history o f western Europe from the
accession of Diocletian to the last Carolingians.
Not offered 1985-86.
12. L a te r M e d ie v a l Eu ro pe.
The history o f western Europe from the tenth
to the fifteenth century, with emphasis on the
role of the Papacy.
Not offered 1985-86.
13. M e d ie v a l England.
The political, cultural, and religious history of
England from the Roman occupation to 1485.
Not offered 1985-86.
14. M e d ie v a l E u ro p e a n In te lle c tu a l
H is to ry .
The history o f ideas in western Europe from
the fifth to the fourteenth century, with roughly
equal attention being paid to the development
132
of political theory, theology, philosophy, edu
cation, and science.
Not offered 1985-86.
15. M e d ie v a l E u ro pe a n H is to rio g ra p h y .
Writings on history, from Augustine to Frois
sart, and the Middle Ages, from the fifteenth
century to the present, will be studied. The
course’s purpose is to identify changes in each
period’s conception of the Middle Ages.
Not offered 1985-86.
16. T h e T w e lfth C e n tu ry.
A study o f the most rapid period o f change in
the Middle Ages, seen through the careers of
seven representative figures: Abelard, Bernard,
John o f Salisbury, Henry Plantagenet, Barbarossa, Louis VII, and Pope Alexander III.
Not offered 1985-86.
17. T h e M e d ie v a l M e d ite rra n e a n W o rld .
Through maritime trade, military conquest
(Crusade), and cultural interchange, the Chris
tian W est and the Islamic East came face-toface with each other in the medieval Mediter
ranean world. Approaching the topic from a
social-historical perspective, this course will
examine the culturally and religiously pluralistic
character o f medieval Mediterranean society
and the degree to which Christians, Muslims,
and Jews interacted with each other socially,
economically, culturally, and religiously. While
important events and personalities from several
areas will be studied, emphasis will be on
medieval Spain as a characteristic locus for the
intermingling of the Mediterranean peoples.
No prerequisite.
Spring. Berner.
18. T h e C iv iliz a tio n of the H ig h M id d le
A g e s in Eu ro pe.
An analysis o f institutions, social and economic
structures, and forms of thought and expression
from about 1050 to about 1350. Emphasis is
placed on the elements of medieval civilization
that have influenced the subsequent history of
European peoples. No prerequisite.
Fall. Jordan.
19. T h e R e n a is sa n c e .
The emergence o f a new culture in the citystates o f Italy between the fourteenth and early
sixteenth centuries, studied in relation to the
political, economic and social context. Empha
sis on cultural developments including human
ism, art, historiography, and political thought.
Not offered 1985-86. DuPlessis.
23. T u d o r and S tu a rt England.
The transformation of England in the sixteenth
and seventeenth centuries, from the Reforma
tion to the Glorious Revolution. Topics in
clude the Tudor polity, political revolt and the
emergence of parliamentary monarchy, the
recasting of the social structure, the rise of a
capitalist economy, and the course o f religious
conflict and change.
Spring. Duplessis.
24. T h e R ise of C a p ita lis m .
The transition from agrarian feudalism to
industrial capitalism in Europe from the four
teenth to the nineteenth centuries. Emphasis
on varying patterns o f agrarian transformation,
restructuring of industrial production, expan
sion o f the market, class formation, economic
thought, and ideology. Analysis o f theories
about the origins of capitalism and industriali
zation. Some discussion of development in
Eastern Europe, but most attention is given to
W estern Europe, particularly England and
France.
Not offered 1985-86. DuPlessis.
25. W o m e n , S o c ie ty and C h a n ge in
M o d e rn Europe.
A topical study of European women from the
later Middle Ages to the twentieth century.
Issues to be considered include working wom
en in preindustrial and industrial economies,
family life, sexuality and reproduction, wom
en’s collective action, the rise of feminism.
Optional Language Attachment: French.
Not offered 1985-86. DuPlessis.
29 . V ic to ria n 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.
Not offered 1985-86. Anderson.
32 . E u ro p e of th e D ic ta to rs ,
1914-1945.
The assault of radical politics, left and right, on
the social and political fabric o f Europe; the
interaction o f domestic and international con
flict; the crisis of industrial capitalism; nation
alism, militarism, racism; the first effective
experiments in the use of ideology, technology,
and terror as means of social control.
Optional Language Attachment: German.
Not offered 1985-86. Anderson.
33. T h e Eu ro pe a n Left.
Leftist movements and ideologies in the nine
teenth and twentieth centuries from preMarxian socialism to post-Leninist commun
ism. Topics include the changing nature of
social protest, the transformation from corpo
rate to class society, "utopian and scientific”
Marxism, anarchism, trade unionism and elec
toral politics, class consciousness and mass
action, war and revolution, the responsibilities
and alienation of power.
Spring. Verner.
34. R e v o lu tio n a ry F ra n c e .
The transformation of France from the ancien
regime to the 1848 revolution: the crisis of old
regime state and social structure, Enlight
enment thought and the revolution of 1789,
Sans-Culottism, revolutionary war and terror,
Napoleon, restoration and reaction, 1830 and
the July Monarchy.
Fall. Verner.
35. C u ltu re and P o litic s of M o d e rn
Fra n c e .
An examination of nation, citizen, and class
from the July Monarchy to the Fifth Republic.
Topics include the revolution o f 1848, middle
classes and bourgeois culture, rise o f the
working class, Bonapartism and Commune,
Republican synthesis and stability, radicals and
the church, anti-Semitism, polarization and
disintegration, W orld W ar II— collaboration
and resistance, rebirth of the republic and end
of empire, Gaullism.
Not offered 1985-86. Verner.
36. M o d e rn G e rm a n y.
The development of Germany from a collection
of small towns and small states to the lynch-pin
o f the present European balance o f power.
Topics will include: the formation o f an
imperial state and its grasp for world power; the
conflict between agrarian ideals and industrial
imperatives; democratization and the search for
a national identity; cultural efflorescence and
political breakdown; the youth movement,
anti-Semitism, and National Socialism; divided
Germany and the "undigested” Germany past.
Optional Language Attachment: German.
Not offered 1985-86. Anderson.
133
History
37. M e d ie v a l and Im p e ria l R u ssia .
From the ninth century origins o f Kievan Rus
to Russia’s emergence as the Gendarme of
Europe in the nineteenth century. Topics
include the Mongol yoke, the evolution of
Tsarist autocracy since Ivan the Terrible,
slavery and serfdom, the relationship between
the O rthodox church and the state, Westerni
zation, the origins o f the intelligentsia, and the
disintegration of the Petrine service class
system.
Not offered 1985-86. Verner.
3 8. R e v o lu tio n a ry and S o v ie t R u ssia .
A century of continuity and change from
Alexander II to Brezhnev. Topics include
bureaucratic reform and reaction in the auto
cratic state, the intelligentsia tradition, Russian
Marxism and the revolutionary movement, the
transformation o f an agrarian economy, the
dilemma of Russian liberalism, the revolutions
o f 1905 and 1917, Leninism versus Stalinism,
de-Stalinization.
Spring. Verner.
41. T h e A m e ric a n C o lo n ie s .
The foundations o f American civilization,
1 6 0 7 -1 7 6 3 . Topics treated include: the devel
opment o f representative government; denominationalism and religious toleration; the emer
gence o f a new social structure; racism and
ethnic relations; and England’s imperial policy.
Not offered 1985-86. Wood.
4 2. T h e A m e ric a n R e vo lu tio n .
The conflict between intensive self-government
in the colonies and English ideas and projects
for empire; the revolt against colonial status
and the elaboration o f a ’’republican” ethos
and ’’republican” institutions, 1763-1789.
Not offered 1985-86. W ood.
4 3. Je f f e rs o n ia n is m and the
A m e ric a n E x p e rie n c e .
An interdisciplinary course which focuses
intensively on contrasts between the Jeffer
sonian view of man and America and other
perspectives in American politics, constitu
tional law, social theory, religion, literature, and
architecture. Limited enrollment.
Prerequisite: History 5, 6 or equivalent,or the
permission of the instructor.
Not offered 1985-86. Wood.
134
44. A m e ric a in the P r o g re s s iv e Era,
1 896-1920.
Modernization, social control, and the rise of
the corporate state. Topics include the. control
o f industry, scientific management, socialism
and the social settlements, Jim Crow, eugenics
and birth control, the women’s movement,
social science and the rise of the ’’expert,”
advertising and the roots o f consumerism.
Fall. Bannister.
45. T h e U n ite d S ta te s S in c e 1945.
The Cold W ar and McCarthy ism; domestic
politics from Truman to Reagan; suburbaniza
tion, technological change and mass society;
the New Left and the counterculture; Civil
Rights and Black Power; women’s liberation;
Watergate and the Imperial Presidency; Viet
nam; revival on the Right.
Spring. Murphy.
46. T o p ic s in A m e ric a n In te lle c tu a l
H is to ry .
Selected themes, varying from year to year.
Tentative topic for 1 9 8 6 -8 7 : Science and
Society. N ot open to freshmen.
Not offered 1985-86. Bannister.
47. A m e ric a and th e W o rld : to 1900.
The American role in world affairs from the
Revolution through the W ar with Spain;
independence and westward expansion; ideo
logical and economic interaction with Europe
and the outer world; the growth o f industrial
power and the problem o f ’’imperialism.”
Spring. Field.
48. A m e ric a and the W o rld : s in c e 1900.
New responsibilities in the Caribbean and the
Far East; the expansion of American economic
and cultural influence; two world wars and the
effort to prevent a third; the American ’’chal
lenge” and the American ’’empire.”
Not offered 1985-86. Field.
49. In tro d u c tio n to A m e ric a n
D ip lo m a tic H is to ry .
A chronological approach to diplomatic history
in the modern world with emphasis upon the
emergence o f the U .S. as a world power. In the
period from 1789 to the fall of Saigon, we will
examine conflicting historical interpretations
o f foreign policy; influences o f internal politics,
culture, and technology in the making of
foreign policy; military and strategic thought,
international conflict, and the issues o f non
involvement and intervention in a progressively
interdependent world.
Fall. Murphy.
Prerequisite: History 5, 6 , 7, or 8 , or the per
mission of the instructor.
Not offered 1985-86. Morgan.
52. E d u ca tion in A m e ric a .
(Also listed as Education 5 2 .) 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: Permission o f the instructor.
Not offered 1985-86. Bannister.
57. O ral H is to ry .
By examining the living past this course seeks to
emphasize the relevance o f history to modern
life with special emphasis on American subject
matter. Students will be taught the skills
requisite for the completion o f an original
research project that involves the collection,
classification, and analysis of data selected
from both written and oral sources. General
discussion topics include folk religion, the role
o f the family, local and personal history, and
old ways in the new world. Some work will be
done off campus.
Prerequisite: Prior work in history or permis
sion of instructor.
Fall. Morgan.
53 . B la c k C u ltu re and B la ck
C o n s c io u s n e s s .
Exploration into the relationship between
black culture and black consciousness with
emphasis placed on twentieth century America.
Limited enrollment. Readings and student
reports form the core materials for the course.
Learning through discussions only. Seminar
format.
Prerequisite: Previous work in history, or
permission of the instructor.
Spring. Morgan.
54. W om en, S o c ie ty , and P o litic s .
W omen in American society from the colonial
period to the present, with emphasis on the
changing nature o f work and the separation of
spheres, the rise o f feminism, and the resistance
to women’s rights. N ot open to freshmen.
Fall. Murphy.
5 5. T h e M a k in g of the A m e ric a n
W o rk in g C la s s .
A colloquium on the history of the industrial
revolution in America. Includes a comparison
with Great Britain; technology and invention;
concepts of time and work discipline; cultural
expressions o f class formation; community and
social change; research methods, new social
history, and cliometrics. The principal focus is
a cooperative research project on which indi
vidual papers are written.
Fall. Murphy.
5 6. E x -S la v e N a rra tiv e s .
An exploration o f 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.
58. T h e W o rld o f D u B ois, R o gers,
and Biop.
This course deals with the impact o f the
writings of three black twentieth century
intellectuals on our knowledge o f world history
in general and the contributions of Africa to
world civilizations in particular. First, the ideas
o f W .E .B . DuBois; second, research on sex and
race in writings of J. A. Rogers; third, African
origins of civilization in writings o f C. A. Diop.
Prerequisite: Introductory history course or
the permission o f the instructor.
Fall. Morgan.
R eligion 17. H is to ry of R e lig ion in
A m e ric a .
(See listing under Department o f Religion.)
Not offered 1985-86.
R e lig io n 18. Q u a k e ris m .
(See listing under Department of Religion.)
Not offered 1985-86.
63. S ou th A fric a .
A survey of South African history with an
emphasis on Black-White relations and on the
development o f contemporary problems.
Fall. Wright.
66. T o p ic s in Latin A m e ric a n H is to ry .
Thematic as well as regional and national
approaches varying from year to year. Topic
for spring 1986: The Caribbean Basin: History
and the Contemporary Situation.
135
History
Prerequisite: History 4 or the permission of the
instructor.
Optional Language Attachment: Spanish or
Portuguese.
Spring. W ood.
67. T h e A fr ic a n in Latin A m e ric a .
The history o f black people in French, Portuguese, and Spanish America: slavery, emanci
pation, the contemporary scene. Special atten
tion will be given to the impact o f African
civilization on Latin countries, as well as to
comparative analysis o f the experience of
blacks in that region and in the United States.
Optional Language Attachment: Spanish or
Portuguese.
Fall. W ood.
6 8. Food a nd F a m in e : P a s t and P r e s e n t
The production, distribution, and consump
tion o f food have affected the relationship of
peoples to their natural and social environ
ments. This course will consider how different
societies have fed their populations, how the
current world food problem differs from
historical subsistence crises, and how food
affects economic development and interna
tional relations.
Prerequisite: prior work in History or permis
sion of the instructor.
N ot open to freshmen.
Spring. Li.
72. J a p a n e s e C iv iliz a tio n .
Japan’s history from its origins to the early
nineteenth century tracing its dominant politi
cal, intellectual, religious, and cultural patterns.
No prerequisite.
Fall. Li.
74. M o d e rn C hina.
The history of China since the early nineteenth
century. Topics include the impact o f the West,
reform and revolution, nationalism, and the
development o f the communist movement.
No prerequisite.
Fall. Li.
75. M o d e rn Ja p a n .
The transformation of Japan into a modem
nation-state, from the early nineteenth century
until the present.
No prerequisite.
Spring. Li.
77. C h in a : T h e P o litic s of H is to ry .
This course will examine, with particular
136
emphasis on political influences, the historiog
raphy o f China from three perspectives: 1) the
relationship o f the traditional Chinese view of
the past to the Confucian state; 2 ) major
ideological controversies from the late nine
teenth century to the present; 3 ) the changing
views o f Western observers and historians,
both popular and scholarly. Limited enroll
ment.
Prerequisite: History 9 , History 74, or the
permission o f the instructor.
Not offered 1985-86. Li.
84. F o lk lo re and F o lklife S tu d ie s .
(Also listed as English 8 4 .) An introduction to
the major forms o f folklore and selected forms
o f folklife materials. The course includes the
study o f 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
modern societies as well as in traditional ones.
Prerequisite: Prior work in history or litera
ture.
Spring. Morgan.
87. H is to ry T h ro u g h F o lk lo re and
L ite ra tu re .
A comparative analysis o f folklore and litera
ture. Emphasis will be placed on attitudes
toward life among selected cultural groups in
the twentieth century, primarily but not ex
clusively in the United States. Themes include
loneliness and friendship, love and death,
vocation and avocation, life after death, and the
resurgence o f the occult in United States
popular culture. Focus for 1985-86: Indigenous
Americans (Indians) and selected topics of
student interest for special presentations.
Limited enrollment. Learning through discus
sion only.
Prerequisite: Previous work in history, or per
mission o f the instructor.
Spring. Morgan.
88. W o m e n ’s L a b o rs : 1 8 30-1880.
(See 88 , listed under Department o f English
Literature.)
Fall. Poovey.
89. W om en W o rk in g , W o m e n W ritin g .
An interdisciplinary investigation into the
experience and meaning o f women’s labor and
discourse in the nineteenth and twentieth
centuries.
Prerequisite: An introductory course in History.
Spring. Not offered 1985-86. Murphy.
9 0. P ro b le m s in H is to rio g ra p h y .
Readings and discussion centering on the
nature of historical writing, on the relationship
of historians to their times and cultural environ
ments, and on historical method and its
problems. Limited enrollment. Open to majors
and, with the permission of the instructor, to
non-majors.
Spring. Wright.
9 1. J u n io r S e m in a r.
Required of all course majors, this seminar
considers issues in the research and writing of
history. In the first part o f the semester, works
embodying various conceptual and methodo
logical perspectives will be discussed; in the
second, students will prepare historiographical
essays designed to become the first chapter of
their senior theses.
Spring. Members of the department.
92. T h e s is .
A single credit thesis, required of all course
majors, on a topic developed in the junior
seminar.
Fall. Members of the Department.
93. D ire c te d R eading.
Individual or group study in fields of special
interest to the student not dealt with in the
regular course offerings. The consent of the
chairman and of the instructor is required.
History 9 3 may be taken for one-half credit as
History 93A .
Members o f the Department.
SEMINARS
The following seminars are offered by the
Department, when possible, to juniors and
seniors who are preparing to be examined for a
degree with Honors. They may be taken
without regard to chronological order. Some
preliminary reading or other preparation may
be required for seminars on subjects in which
no work has previously been done.
111. M e d ie v a l Europe.
Western Europe from the Papal-Frankish alli
ance of the eighth century to about 1300.
Not offered 1985-86.
116. T h e R e n a is sa n c e .
Topics in the development of the Renaissance
state, society and culture in Italian communes
between the fourteenth and sixteenth cen
turies. Issues addressed include forms of
political and economic organization, varieties
o f humanism, political theory, changing histor
ical consciousness, art and society. Much
attention is devoted to historiography.
Fall 1986. DuPlessis.
117. E u ro p e in the 16th and 17th
C e n tu rie s .
State, society and economy in continental
W estern Europe from the sixteenth to the mid
eighteenth centuries, with emphasis on France,
Spain, and the Netherlands. Focus on the
disparate patterns o f state formation, economic
development and social change; the relations
between economic and political transforma
tion; political thought and ideology. Consider
able attention will be given to comparisons
among states, the transition to capitalism, the
crisis o f the seventeenth century, the origins
and functions of absolutism.
Spring 1986. DuPlessis.
118. T u d o r and S tu a rt England.
The rise o f parliamentary monarchy and
capitalist economy through religious reform,
political revolution and socio-economic trans
formation. Topics include popular rebellion,
the causes and nature o f the two revolutions of
the seventeenth century, the rise of the gentry
and crisis o f the aristocracy, enclosure and
agrarian change, the sources o f English eco
nomic growth, Puritanism and political revolt,
the relation between science and religion.
Fall. Not offered 1985-86. DuPlessis.
119. E a rly M o d e rn Eu ro pe a n
In te lle c tu a l and C u ltu ra l H is to ry .
European thought and culture in its social
context from the breakup o f cultural unity
following the Renaissance to the emergence of a
new synthesis during the Enlightenment. Topics
include the theology, appeal and institutional
ization o f the magisterial, radical and counter
Reformations; rationalism and pessimism;
popular mentalities and witchcraft; intellectual
and educational institutions; printing, literacy,
137
History
and the diffusion of learning; "high” and "low ”
Enlightenments. Attention will be given to
conceptual and methodological issues in the
study of cultural history.
Spring 1987. DuPlessis.
the Great W ar. Emphasis will be on the Great
Powers— Britain, France, Germany, and the
Hapsburg Empire— but some attention will be
paid to Italy and Spain.
Not offered 1985-86. Anderson.
122. R e v o lu tio n a ry Eu ro pe 1750 to 1870.
Selected topics in the social, economic, and
political history of France, England, and Germany from the ancien régime to German
unification. Special emphasis on the origins
and nature o f the French Revolutions, the
industrial revolution in England and its con
sequences, class structure and conflict, German
nationalism and the failure of liberalism.
Fall. Verner.
128. R u s sia n E m p ire in th e 19th
and 20th C e n tu rie s .
From Emancipation to de-Stalinization. Salient
themes in Russian and Soviet history including
autocratic politics and bureaucratic reform, the
role of social groups such as the intelligentsia,
nobility, peasantry, and workers, problems of
economic development, revolutionary theory
and practice, Leninist and Stalinist alternatives
o f the Soviet system.
Spring 1986. Verner.
124. England, 1815-1914.
The adjustments o f an aristocratic society to
the impact of industrialization. Topics include:
the nature of the English aristocracy; the
origins and impact o f the industrial revolution;
popular radicalism and the development of a
working class consciousness; philosophic rad
icalism and the origins o f the welfare state; the
rise of modern political parties and modes of
politics; Gladstone and Disraeli; religious re
vival, respectability, and Victorian morality;
imperialism; Fabianism, feminism, and tradeunionism; the problem of Ireland and the
growth of Irish nationalism.
Fall 1986. Anderson.
125. F a s c is t Eu ro pe .
A comparative study o f the social, intellectual,
and historical origins and development of
Mussolini’s Italy, Franco’s Spain, and Hitler’s
Germany. Some attention will also be given to
the Arrow Cross and Iron Guard movements
o f Horthy’s Hungary and King Carol’s Ro
mania. Theories o f Fascism will be examined.
Spring 1987. Anderson.
126. Eu ro p e in th e L ib e ra l Era,
1870-1918.
By 1870 constitutions, parliaments, and a
liberal economy were in place throughout most
o f Central and W estern Europe. This seminar
will examine these liberal structures, as well as
the challenges to them and their assumptions
posed by social and economic change; devel
opments in social theory; the rise o f anti-liberal
ideologies and movements (such as racism,
anti-Semitism, and ethnic nationalism); the
birth o f mass politics, feminism, political
Catholicism, and international socialism; and
138
130. E a rly A m e ric a n H isto ry .
Political, economic, social, and cultural aspects
o f the period from the explorations to the early
National era.
Spring. Wood.
132. A m e ric a n P o litica l H is to ry .
Parties, public policy, and constitutional issues
from 1787 to 1960 in their social, economic,
and cultural context. Topics include the shaping
o f the constitution; "republicanism,” "dem oc
racy,” and the first and second party systems;
slavery, the Civil W ar and the constitution; the
social bases o f campaign styles and strategies;
the emergence of the regulatory-welfare state;
experts, interest groups, and the decline of
voter participation; the making of the modern
presidency.
Fall. Bannister.
134. A m e ric a n D ip lo m a tic H isto ry .
A study o f the evolution since 1776 of
American relations with the outer world with
emphasis on ideological, economic, and strate
gic developments.
Spring. Field.
135. A m e ric a n S o c ia l H is to ry .
The structures o f everyday life in nineteenth
and twentieth century America. Topics include
fertility, mortality, and migration; industrial
ization and the family; slavery and its after
math; mechanization and changing patterns of
work; social mobility, urbanization and sub
urbanization; gender, class, and ethnicity.
Spring 1986. Murphy.
136. A m e ric a n In te lle c tu a l H is to ry .
Political, social, and literary culture from the
late eighteenth century through W orld W ar I.
Spring. Bannister.
140. M o d e rn A fric a .
Studies in sub-Saharan African history with
emphasis on the period since 1800.
Spring. Wright.
141. S ou th A fric a .
South Africa from the seventeenth century to
the present.
Fall. Wright.
144. M o d e rn C hina.
China from the late eighteenth century to the
present. Topics include: social and intellectual
currents in the late imperial era; Western
imperialism; rebellions, reforms, and revolu
tion; political and social transformation in the
People’s Republic of China.
Fall. Li.
148. Latin A m e ric a .
Selected topics in Latin American history.
Fall. W ood.
180. T h e s is .
W ith the permission of the Department,
Honors candidates may write a thesis for either
single or double course credit. Double-credit
theses will normally be written in the fall
semester of the senior year for submission as
papers to the visiting examiners. Honors
candidates wishing to write a thesis for single
(non-Honors) credit should elect History 92.
139
International Relations
Coordinator: R A Y M O N D F. H O P K IN S
Students who plan to enter upon a career in
some field o f international affairs may wish to
graduate with a concentration in international
relations. Such students should include in their
programs, during the first two years, introduc
tory courses in economics, history, and political
science and should complete the intermediate
course in one or more modern languages.
Advanced courses selected from the groups
listed below may be incorporated in the
programs o f students who do their major work
in economics, history, political science, or
modern language.
Concentrators are required to have satisfacto
rily completed eight or more course units from
among those listed below, including all those
listed in Group I, one or more in Group II, and
one or more in Group III.
Group I
P o litic a l S c ie n c e 4.
International Politics
P o litic a l S c ie n c e 14, or
P o litic a l S c ie n c e 105.
American Foreign Policy
E c o n o m ic s 3 0 or
E c o n o m ic s 105.
The International Economy
Group II
H is to ry 4.
Latin America
H is to ry 75.
Modern Japan
H is to ry 8.
Africa
H is to ry 125.
Fascist Europe
H is to ry 32.
Europe o f the Dictators, 1914-1945
H is to ry 128.
Russian Empire
H is to ry 36.
Modern Germany
H is to ry 134.
American Diplomatic History
H is to ry 38.
Revolutionary and Soviet Russia
H is t o r y 140.
Modern Africa
H is to ry 48.
America and the W orld: since 1900
H is to ry 144.
Modern China
H is to ry 74.
Modern China
H is to ry 148.
Latin America
Group III
E c o n o m ic s 11.
Economic Development
E c o n o m ic s 106.
Comparative Economic Systems
E c o n o m ic s 31.
Comparative Economic Systems
E c o n o m ic s 109.
Economic Development
E c o n o m ic s 81.
Economics o f the Middle East
P o litic a l S c ie n c e 3.
Comparative Politics
140
P o litic a l S c ie n c e 18.
Political Development
P o litic a l S c ie n c e 108.
Comparative Politics: Europe
P o litic a l S c ie n c e 19.
Comparative Communist Politics
P o litic a l S c ie n c e 109.
Comparative Politics: Africa and the
Third World
P o litic a l S c ie n c e 20.
Politics of China
P o litic a l S c ie n c e 21.
Politics o f Africa
P o litic a l S c ie n c e 22.
Latin American Politics
P o litic a l S c ie n c e 41.
Defense Policy
P o litic a l S c ie n c e 43.
Food Policy: National and
International Issues
P o litic a l S c ie n c e 55.
Modern Political Theory
P o litic a l S c ie n c e 58.
International Political Theory
P o litic a l S c ie n c e 104.
International Politics
P o litic a l S c ie n c e 107.
Comparative Communist Politics
P o litic a l S c ie n c e 110.
Comparative Politics: Latin America
In planning the concentration students should
consult with the coordinator. W here appro
priate, work taken abroad is encouraged and
may be counted toward the concentration
requirements. Students standing for external
examination for a degree with honors must take
examinations in four subjects taken for the
concentration, normally including international
politics, American foreign policy, and interna
tional economics. Students in the course
program will take a special comprehensive
examination program worked out with their
major department, concentration coordinator,
and the student. The comprehensive exam will
normally follow the format used by the major
department.
141
Linguistics
ALFR ED BLOOM , Associate Professor and Program Director 7 2
M A R C IA LINEBARGER, Lecturer
S U S A N G. W IL L IA M S O N , Social Sciences Librarian
Linguistics is the study o f language. On the
most general level it deals with the internal
structure of languages, the history of their
development and the role they play in influ
encing the entire spectrum of human activity.
Linguistics attempts to arrive at an adequate
description o f the phonological, syntactic, and
semantic components o f language, differenti
ating those elements which are generic to all
languages from those which are particular to
any given language or family o f languages.
Historical linguistics looks at the evolution of
these components over time. Sociolinguistics
centers on the link between language and the
social context in which it is spoken; mathemat
ical linguistics on the formal analysis of linguistic
structures; and psycholinguistics on the interplay
between language and the processes o f percep
tion and cognition. Futhermore, 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 philosophi
cal inquiry. Special majors bridging linguistics
with individual foreign languages, the human
ities or the social sciences are encouraged for
Course students. All such programs are de
signed on an individual basis to suit the
interests o f the student, but it is highly
recommended that Linguistics 108 be included
at some point in the course sequence.
The Honors Major of Linguistics consists o f a
minimum o f three external examination prepa
rations. Honors candidates in addition are
required to include Linguistics 108 in their
programs and to have developed competence in
at least one foreign language beyond the
intermediate level through an advanced course
or an introductory literature course. All Honors
Linguistics majors are encouraged as well to
write a thesis in their senior year and to organize
their prior course and seminar work so that
they will be prepared to begin this project in the
fall o f their senior year.
2 Absent on leave, spring semester, 1986.
7 Joint appointment with psychology.
142
1. L a n g u a g e — A n In tro d u c tio n .
An introduction to language and its multi
faceted interaction with human thought and
behavior. The first part of the course will
concentrate on the description of the internal
structure of language, providing a grounding in
the principles o f structural linguistics, trans
formational grammar, and semantic theory.
The second part will turn from a description of
internal structure to brief explorations into the
role played by linguistic variables in psycholog
ical processes and development, philosophical
inquiry, socio-political interaction, and artistic
creation.
Spring semester.
15. T h e C h in e se Language
(See Chinese 15.)
21. H is to ry of the F re n c h Langu age
(See French 2 0 .)
25. L angu age, C u ltu re , and S o c ie ty .
An investigation o f the influence o f cultural
context and social variables on verbal com
munication. W e will discuss theories o f lan
guage acquisition and language change in light
o f cross-linguistic and cross-cultural evidence.
The course includes readings from the three
major fields of language and culture studies;
ethnography of communication, sociolinguis
tics, and sociology of language. Language
projects in the community are included.
Prerequisite: Linguistics 1 or permission of the
instructor. (Crosslisted as Sociology/Anthro
pology 2 5 .)
Fall semester. Williamson.
26. P h ilo s o p h y of Langu age.
(See Philosophy 2 6 .)
34. T h e P s y c h o lo g y of Langu age.
An exploration into the ways in which the
syntactic and meaning elements of language are
represented in the mind and into the effects
these psycholinguistic structures may have on
the way we think, with special emphasis on an
attempt to interpret philosophical and socio
logical (including feminist) views in terms of
psychological theory and research and on
cross-cultural perspectives.
Spring semester.
5 2. H is to ric a l L in g u is tic s .
An introduction to historical linguistics: the
reconstruction of prehistoric linguistic stages,
the establishment of language families and their
interrelationships, and the examination of
processes o f linguistic change on all levels,
phonological, morphological, syntactic, and
semantic.
Not offered 1985-86.
5 6. M o ra l T h in k in g .
(Cross-listed as Psychology 5 6 .) An investiga
tion into the role played by cognitive dimen
sions in influencing moral and moral behavior,
with emphasis on adolescence and beyond. An
attempt will be made to place the investigation
within a framework provided by current trends
in cognitive psychology, existential philosophy,
and linguistics and to draw on the implications
o f these dimensions with respect to the
relationship of the individual to the nation
state and the international system.
Not offered 1985-86.
6 0. La n gu a ge A c q u is itio n .
An examination o f the process by which
children learn their first language. Stages in the
acquisition of phonology, syntax, and seman
tics; language acquisition and universal gram
mar; the issue of biological specialization for
language.
Prerequisite: Linguistics 1 preferred, but this
requirement may be met through additional
reading.
Not offered 1985-86..
61. P s y c h o lin g u is tic A p p ro a c h e s to
A p h a s ia .
The language disorders that result from brain
damage are a potentially rich source of evidence
about language processing, bearing on such
questions as: Can language and thinking break
down independently o f one another? Are the
psychological processes involved in working
out the syntactic structure o f a sentence distinct
from those involved in assigning it a meaning?
Can knowledge of word meaning break down
independently o f other linguistic capacities?
The course focuses upon the surprising insights
that the study of aphasia contributes to our
knowledge of how human beings process
language.
Prerequisites: Ling. 1 or Psych. 3 or permission
o f instructor.
Fall semester. Linebarger.
93. D ire c te d R eading o r R e s e a rch .
Students may conduct a reading or research
program in consultation with the instructor
(permission of the instructor required).
Each semester. Staff.
9 6 ,9 7 . S e n io r Paper.
Both semesters. Staff.
Other courses of particular interest to students
of Linguistics:
C h in e se 1 R -2 B . In tro d u c tio n to
M a n d a rin C h in e se .
R u s sia n 16. H is to ry of the R u ssia n
Langu age.
G re e k 19. C o m p a ra tiv e G ra m m a r
of G re e k and Latin.
SEMINARS
104. H u m a n N a tu re and C u ltu re :
C o n v e rg e n t P e rs p e c tiv e s .
(See Sociology/Anthropology 104).
107. La ngu a ge and Th o u g h t.
An intensive investigation of selected linguistic,
psychological and philosophical approaches to
the elusive interaction of language and thought.
Emphasis will be placed on developmental and
cross-cultural perspectives, and students will
be encouraged to undertake independent re
search projects in their specific areas of
interest.
Prerequisite: Either Linguistics 1, or Psychol
ogy 3, or permission of the instructor.
Fall semester. Bloom.
108. S y n ta c tic T h e o ry .
A comparison of models o f linguistic descrip
tion with emphasis on recent developments in
143
Linguistics
syntax and semantics. (Formerly Contempo
rary Approaches to Descriptive Linquistics.)
Prerequisite: Linguistics 1 and 2 0 or permis
sion o f the instructor.
Not offered 1985-86.
110. S e m a n tic s .
Theories o f meaning in generative grammar.
The relationship between syntax and seman
tics; quantification, negation, and logical form;
144
reference in natural language; the interaction
between semantics and pragmatics.
Prerequisite: Linguistics 1.
Spring semester. Linebarger
116. P h ilo s o p h y of L a ngu age.
(See Philosophy 116.)
180. T h e s is
Each semester. Staff.
Literature
Coordinator: HAROLD E. PAGLIARO
The Literature major is administered by a Lit
erature Committee representing the Depart
ments o f Classics, English Literature, and
Modern Languages and Literatures. The basic
requirement for a major in Literature is work in
two or more literatures in the original language.
A student who intends to major in Literature
will submit to the Literature Committee a
proposed program o f integrated work 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 requirement 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 o f thematic
or comparative courses. In lieu of a regular
course, the Literature Committee will consider
proposals for an individual or cooperative
project, for one or more research papers
written as course attachments, or for the
substitution of a thesis for course credit when
these projects have as their purpose either the
integration o f work within the major or the
relating o f work outside the major to some
portion o f the major.
For a major in the Course Program the requirements
are as follows:
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 Commit
tee may require that the essay be written in
whole or in part in a language other than
English.
3. A comprehensive examination taken in the
second semester o f the senior year.
For a major in the External Examination (Honors)
Program the requirements are as follows:
N ot fewer than five papers in Literature,
including at least three in one department and
significant work done in a foreign language,
ancient or modern. Literature majors in the
Honors Program are encouraged to include in
their program a thesis with the purpose of
integrating the work of the major in accordance
with the principle o f coherence on which the
program is based.
Literature Majors in Course will meet with
members o f the Literature Committee before
the end o f the Junior Year to review and assess
informally the student’s progress under his or
her proposal of study.
1. A minimum of ten courses in two or more
literature departments, including a substantial
concentration of work— normally not fewer
than five courses— in one o f the departments.
Only courses numbered 11 or above in Classics
and Modern Languages and Literatures are
counted as constituents o f the Literature major.
O f English courses numbered 2 through 10,
only one may be counted for the major.
Majors in Course or in the External Examina
tion Program are asked to submit to the
Coordinator a prospectus o f their thesis no
later than two weeks after the beginning o f the
student’s senior year.
The courses and seminars that compose the
Literature m ajor’s formal field will naturally
differ with each major. Attention is called,
however, to the following comparative offer
ings presently listed in the Catalogue:
E n g lish 70. R e n a is sa n c e C o m p a ra tiv e
L ite ra tu re .
CEL 13. M e d ie v a l C o m p a ra tiv e
L ite ra tu re .
CEL 14. M o d e rn E u ro p e a n L ite ra tu re .
S A L 50. C o n te m p o ra ry S p a n is h A m e ric a n L ite ra tu re .
E n g lish 74. M o d e rn D ra m a .
Prospective majors in Literature are urged to
make their plans early so as to acquire the
necessary linguistic competence by the junior
year.
E n g lish 72. P ro u s t, J o y c e , F a u lk n e r.
E n g lish 7 3 ./ F re n c h 75. P r o u s t/ J o y c e .
En g lish 76. T h e B la c k A fr ic a n W rite r.
E n g lish 115. M o d e rn C o m p a ra tiv e
L ite ra tu re .
145
Mathematics
J A M E S W . EN G LAN D , Professor and Provost *6
G U D M U N D R. IVERSEN, Professor of Statistics
C H A R LE S F. K ELEM EN , Professor o f Computer Science and Mathematics
EUGENE A . K L O TZ , Professor 2
DAVID ROSEN, Professor
J . EDWARD S K E A T H , Professor and Chairman
S TE P H E N R. M A U R ER , Associate Professor
C H A R LE S M . G R IN S TEA D , Assistant Professor
HELENE S H A P IR O , Assistant Professor
DON H. S H IM A M O T O , Assistant Professor
W e live in a time when mathematics is cutting
across more and more disciplines; there now
exist such specialties as mathematical econom
ics, mathematical linguistics, mathematical so
ciology, mathematical psychology, and mathe
matical biology, along with more traditional
areas such as mathematical physics. Other
relatively new disciplines such as Computer
Science and Operations Research rely heavily
on both mathematics and engineering. In
recognition of this, the mathematics curriculum
includes a wide variety o f courses in applica
tions related areas in addition to the many
courses in areas of pure mathematics. More
over, the Mathematics Department is quite
interested in facilitating the creation of joint
majors, and also in developing carefully worked
out programs which involve a concentration in
mathematics and some other discipline.
First Year Courses: Mathematics courses avail
able to first semester freshmen with normal
high school preparation include Math 1 (Statis
tics for Observational Data), Math 3 (Basic
Mathematics), Math 5 (Calculus I), Math 7
(Introduction to Computer Science), and Math
9 (Discrete Mathematics). In the second semes
ter, Math 2 (Statistics for Experimental Data),
Math 4 (Calculus Concepts), and Math 9
(Discrete Mathematics) are available, again
with only normal high school preparation.
Students with some calculus background from
high school may take Mathematics 6 by passing
the Calculus I placement exam, Mathematics
16 by passing the departmental Calculus II
placement exam, or Mathematics 16H by
passing the departmental Calculus II placement
2 Absent on leave, spring semester, 1986.
6 On administrative assignment, 1985-86.
146
exam and receiving departmental approval. All
freshmen planning to enroll in Mathematics 3,
5 , 6 , 9 , 1 6 , or 16H at some time are required to
take the appropriate departmental placement
exams given during freshmen orientation.
Advanced Placement Policy: Advanced placement
credit in Mathematics, that is, Swarthmore
College credit in mathematics for work done
before a student enters Swarthmore, is subject
to the following regulations: 1) One course
credit will be given for a score o f 4 or 5 on the
AB or BC Advanced Placement Test, or a
passing score on the Departmental Calculus I
Placement Exam administered during freshman
orientation week. 2 ) Two course credits will be
given for a passing score on the Departmental
Calculus II Placement Exam administered
during freshman orientation week. Students
can obtain a maximum o f two credits under
items 1 and 2. 3 ) Advanced Placement credit
will only be given to entering students at the
beginning o f their first semester at Swarthmore.
Computer Science: The Computer Science Pro
gram at Swarthmore works in close cooperation
with the Engineering and Mathematics De
partments to offer a broad spectrum of courses
that may lead to a Concentration in Computer
Science. For details refer to the Computer
Science Program portion of this bulletin.
Secondary Teaching Certification: W hether or
not one majors in Mathematics, the courses
required as part o f the accreditation process for
teaching mathematics at the secondary level
are: a) three semesters o f calculus (Math 5, 6 ,
18); b) at least one o f discrete mathematics
(Math 9 ) or computer science (Math 7 ); c)
geometry (M ath 4 5 ); d) one semester of
modern pure or applied algebra (Math 3 7 , 4 8 ,
or 4 9 ); e) one semester o f statistics or proba
bility (Math 23 or 4 1 ). For further information
about certification requirements, consult the
Education Department (see page 107 o f this
catalog).
Statistics: Students who do not know calculus
can take Math 1 or 2, with the choice
determined by their intended major. Both
courses lead to Math 13 on multivariate
statistical analysis. Students who know calculus
should take Math 23 and students with a strong
background in mathematics can take the more
theoretical Math 53. Both courses lead to Math
5 7 on multivariate analysis. Students who want
a seminar in statistics can take Math 111.
Requirements for a major in Mathematics: The
normal preparation for a major in mathematics
is to have obtained credit by the end o f the
sophomore year for at least 4 o f the following 5
courses: Calculus I (Math 5 ), Calculus II (Math
6 ), Discrete Mathematics (Math 9 ), Linear
Algebra (Math 16 or 16A or 16H) and Several
Variable Calculus (Math 18 or 18H). In any
event, Math 16 and Math 18 must be completed
by the first semester of the junior year.
(Incoming students may obtain credit for Math
5 through the Advanced Placement Calculus
test or they may obtain credit for Math 5 or
Math 6 through the department placement
exams administered during orientation week.)
Students apply for a major in the middle of the
second semester of the sophomore year. In
addition to the course requirements above,
candidates should normally have a grade point
average in Mathematics courses to date of at
least C + . This should include at least one grade
at the B level. Marginal applicants may be
deferred pending successful work in courses to
be designated by the department. Requirements
for acceptance as a Mathematics major in the
External Examination Program are more strin
gent and include a grade point average in
Mathematics courses of B + or better. Addi
tional evidence such as successful work in a
"muscle-building” course like Math 33 is
highly desirable. Students in the course pro
gram are also encouraged to include Math 33 in
their program at a reasonably early date.
By graduation a mathematics major must have
at least 10 credits in mathematics courses; at
most 5 of the credits counted in the 10 may be
for courses numbered under 25. Furthermore,
a major must receive at least one credit for
"co re analysis” : Foundations o f Real Analysis
(Math 3 3 ), Applied Analysis I (Math 8 1 ),
Applied Analysis II (Math 8 2 ), Topics in
Analysis (Math 8 5 ), or Real Analysis (Math
101A ); and one credit for "core algebra” :
Topics in Algebra (Math 4 8 ), Introduction to
Modern Algebra (Math 4 9 ), or Modern Algebra
(M ath 102A ). Number Theory (Math 3 7 ) may
also be included under "co re algebra” in years
when that course is taught from an algebraic
point of view. Finally, course majors must also
pass either the Departmental Comprehensive
examination or the senior conference, only one
o f which will be available in any given year.
Potential candidates for the External Examina
tion Program in Mathematics may want to
consider including Math 33 in their sophomore
year. Such students should discuss the advisa
bility of this with the department chairman at
an early date. A mathematics major in the
External Examination program will normally
take Math 101A and B and 102 A and B in the
junior year and two other seminars.
Mathematics majors are urged to study in some
depth a discipline which makes use o f mathe
matics. All mathematics students are urged to
acquire some facility with the computer.
Students bound for graduate work in mathe
matics should obtain a reading knowledge of
French, German, or Russian.
Special emphases:
A student majoring in Mathematics with emphasis
on statistics would be required at the advanced
level to take: a) one course in the core analysis
group; b) Probability (Math 4 1 ) or the proba
bility seminar (Math 105); c) Mathematical
Statistics (Math 5 3 ) or the statistics seminar
(Math 111) for one or two credits; d) Multi
variate Statistics (Math 57) or, perhaps, Eco
nometrics (Econ 108). Math 111 for 2 credits
meets c and d; e) another mathematics course
numbered 25 or above. Students are encour
aged but not required to select this course from
the core algebra group.
147
Mathematics
Recommended Major for students thinking o f
graduate work in social or management science, or
an MBA. Basic courses: Calculus I (Math 5),
Calculus II (M ath 6 ), Introduction to Com
puter Science (Math 7), Discrete Math (Math
9 ), Linear Algebra (Matji 16), and Several
Variable Calculus (Math 18).
Advanced courses: a) Modeling (M ath 6 1 ); b)
at least one o f Probability (Math 4 1 ), Mathe
matical Statistics (M ath 5 3 ), or Statistics Sem
inar (M ath 111); c ) at least one o f Mathe
matical Programming (Math 6 4 ), Combina
torics (M ath 6 5 ), Mathematical Algorithms
(M ath 7 3 ), or Operations Research (Econ 57 );
d ) a core analysis course and a core algebra
course; e) Differential Equations (Math 3 0 ).
Since this is a heavy program (someone hoping
to use mathematics in another field must have a
good grasp both of the mathematics and o f the
applications), one of the core course require
ments may be waived with permission o f the
department.
Recommended Major Program for students thinking
o f graduate work in Discrete Mathematics or
Operations Research. Basic courses: Mathema
tics 5 , 6 , 7 ,9 , 16, and 18. Advanced courses: a)
the two core course requirements; b) two of
Mathematical Programming (Math 6 4 ), Com
binatorics (Math 6 5 ), or Mathematical Al
gorithms (Math 7 3 ); c) either Probability
(M ath 4 1 ) or Probability seminar (Math 105);
d) one o f Mathematical Statistics (Math 53 ),
Modeling (Math 6 1 ), or Numerical Methods
(Math 6 7 ).
1. S ta tis tic s f o r O b s e rv a tio n a l Data.
Data for one variable are examined through
averages and measures of variation. Relation
ships between variables are studied using meth
ods such as chi-square, rank correlation, and
regression analysis. The main examples are
taken from sample surveys and governmental
data, and the course is intended for students in
political science, sociology, and related disci
plines making use of observational data. The
course does not satisfy any mathematics pre
requisite, except for Math, 13, nor can it be
counted toward a major or minor in the
Department.
Fall semester. Iversen.
2. S ta tis tic s f o r E x p e rim e n ta l Data.
Data for one variable are examined through
148
averages and measures of variation. Relation
ships between variables are studied using
methods such as chi-square, rank correlation,
analysis o f variance, and regression analysis.
Tne main examples are taken from experimen
tal research, and the course is intended for
students in biology, psychology, and related
disciplines making use of experimental data.
The course does not satisfy any mathematics
prerequisite, except for Math 13, nor can it be
counted toward a major or minor in the
Department.
Spring semester. Iversen.
3. B a s ic M a th e m a tic s .
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 Orientation Week, preferably
at the Math Exam time. (The results will be
used to help determine both classroom topics
and individual strengths and weaknesses.)
Subject matter will be taken from logic,
algebra, trigonometry, and geometry. This
course cannot be counted toward a major in the
Department.
Fall semester. Grinstead.
4. C a lc u lu s C o n ce p ts .
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 ex
tremal problems.
Spring semester. Staff.
5 ,6 . C a lc u lu s I and II.
The first semester will cover topics in differen
tiation and integration of functions o f one
variable with some applications. The second
semester is a continuation o f the first. Topics
covered in the second semester include series,
improper integrals, differential equations, and
techniques o f integration. Math 6 may be taken
in the fall semester by passing the departmental
Calculus I placement exam. All students plan
ning to enroll in 5 or 6 in the fall semester are
required to pass the appropriate departmental
placement exam. Students taking Math 5 or 6
in the fall semester are strongly encouraged to
take the half credit attachment, Math 6 A (cross-
listed as Physics 5, Economics 5 ), Computing
from the U ser’s End, see course description
below.
5 . Fall semester. 6. Each semester.
background) is similar to Math 16 or 18.
Familiarity with some computer language is
helpful but not necessary.
Each semester. Fall semester. Maurer.
6 A . C o m p u tin g fro m the U s e r ’s End.
(Also listed as Physics 5 and Economics 5 .)
A practical introduction to computer use
including interactive operating protocol, the
BASIC language, and graphics and statistical
packages. Assumes no prior background in
computing or physics. One intensive lecture
plus a workshop session per week; one-half
credit course. Some o f the workshops will be
included in regular Physics Labs. There will be
a separate workshop stressing applications
appropriate to Math 5 and 6 for students taking
6 A but N O T taking Physics 1 or 3. This course
cannot be counted toward a major in Mathe
matics.
Fall semester.Boccio.
13. M u ltiv a ria te S ta tis tic a l A n a ly s is .
Given as a continuation of Math 1 or 2 , the
course deals mainly with the study of relation
ships among three or more variables. Included
are such topics as multiple regression analysis,
with multiple and partial correlation, several
variable analysis of variance and the analysis of
multidimensional contingency tables. The
course ends with an introduction to Bayesian
methods. The course does not satisfy any
mathematics prerequisite nor can it be counted
toward a major or minor in the Department.
Prerequisite: Math 1 or 2 or 2 3 or 53 or Econ 4
or Soc/A nthr 18 or 19 or 20.
7. In tro d u c tio n to C o m p u te r S c ie n c e .
(Also listed as Computer Science 15.)
This course is an introduction to computer
science for students from all disciplines. The
major emphasis of the course is on problem
solving and algorithm development. Students
are introduced to the Pascal programming
language and gain proficiency in it by writing
programs to solve a number of illustrative
problems. Students are also informally intro
duced to many topics in computer science
including: hardware organization; system soft
ware; programming style and documentation;
program testing and verification; fundamental
data structures such as arrays, records, and
linked lists; basic algorithms for searching and
sorting; analysis of algorithms; computability;
and artificial intelligence.
Prerequisite: Computing from the U ser’s End
(Physics 5 ) or its equivalent.
Each semester. Fall semester. Christensen.
16. L in e a r A lg e b ra .
The subject matter o f this course consists of
vector spaces, matrices, and linear transforma
tion with application to solutions of systems of
linear equations, determinants, and the eigen
value problem.
Prerequisite: A grade of C or better in Math 6
or Math 9 or a passing grade on the depart
mental Calculus II placement exam.
9. D is c re te M a th e m a tic s .
An introduction to noncontinuous mathe
matics. The key theme is how induction,
iteration, and recursion can help one discover,
compute, and prove solutions to various
problems— often problems of interest in com
puter science, social science, or management.
Topics include algorithms, graph theory, count
ing, difference equations, and finite probability.
Prerequisite: 4 years o f high school mathe
matics. The level o f sophistication (but not
Alternate years.
Not offered 1985 - 86.
Each semester.
16H. L in e a r A lg e b ra H o n o rs C o u rs e .
This honors version of Mathematics 16 will be
more theoretical, abstract, and rigorous than its
standard counterpart (the subject matter 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 o f B or better in Math 6 or
Math 9 or a passing grade on the departmental
Calculus II placement exam.
Fall semester. Maurer.
16A. L in e a r A lg e b ra and
D iffe re n tia l E q u ations.
This course will cover the main topics o f Linear
Algebra (Math 16) and Differential Equations
(Math 2 0 ) in one semester and is an alternative
to taking both Math 16 and Math 3 0 . These
two subjects are closely related. Differential
149
Li
Mathematics
equations requires certain techniques from
linear algebra and at the same time provides
examples and applications o f many concepts of
linear algebra. Topics: Linear algebra— matrices,
vector spaces, solutions to linear systems,
determinants, eigenvalues, linear transforma
tions. Differential equations— linear differential
equations (constant and non-constant coef
ficients), The Wronskian, Power series meth
ods, systems of differential equations. As time
permits: orthogonality and least square ap
proximations. Level and pace will be the same
as for Math 16.
Prerequisite: Grade of C or better in Math 6 .
Fall semester. Skeath.
18. S e v e ra l V a ria b le C a lc u lu s .
This course considers differentiation and inte
gration of functions of several variables with
special emphasis on two and three dimensions.
Topics include partial differentiation, extreme
value problems, LaGrange multipliers, multiple
integrals, line and surface integrals, Stokes’ and
Green’s Theorems.
Prerequisite: Math 6 or equivalent.
Each semester.
18H. S e v e ra l V a ria b le C a lc u lu s
H o n o rs C o u rs e .
This honors version o f Mathematics 18 will be
more theoretical, abstract, and rigorous than its
standard counterpart (the subject matter 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 have successfully completed Math 16H.
Prerequisite: A grade o f C or better in Math
16H or permission o f the instructor.
Spring semester.
2 3. S ta tis tic s .
This calculus-based introduction to statistics
covers most o f the same methods examined in
Math 1 and 2 , but the course is taught on a
higher mathematical level. The course is in
tended for anyone who wants an introduction
to the application of statistical methods.
Prerequisite: Math 5.
Fall semester. Iversen.
3 0. D iffe re n tia l Equ ations.
An introduction to differential equations that
includes such topics as: first order equations,
linear differential equations, approximation
methods, some partial differential equations.
150
Prerequisite: Math 18 and 16 or permission of
the instructor.
Spring semester.
33. Fou n d a tio n s of Real A n a ly s is .
This course is designed to give the student an
understanding o f basic theorems o f calculus.
The student is also expected to learn how to
construct a mathematical proof. This course is
recommended for students majoring in mathe
matics in course and for students planning to
major in mathematics in honors.
Spring semester.
37. N u m b e r T h e o ry .
The theory of primes, divisibility concepts, and
the theory of multiplicative number theory will
be developed. Potential secondary school
teachers should find this course valuable.
Prerequisite: permission of the instructor.
Alternate years.
Not offered 1985-86.
41. P ro b a b ility.
This course deals with the mathematical theory
and concepts of probability including an intro
duction to stochastic processes.
Prerequisite: Math 6 , and 9 or 18, or permis
sion.
Alternate years. Fall semester.
Not offered 1985-86.
45. G e o m e try.
Synthetic and analytic projective geometry will
be considered axiomatically. Affine and Euclid
ean geometry will be developed as special cases.
Recommended for potential secondary school
teachers.
Alternate years.
Fall semester. Rosen
46. T h e o r y of C o m p u ta tio n .
(Also listed as Computer Science 4 6 .)
The study o f various models o f computation
leading to a characterization of the kinds of
problems that can and cannot be solved by a
comoputer and, for those problems that can be
solved, a means of classifying them with respect
to how difficult they are to solve. Topics to be
covered include: formal languages and finite
state devices, Turing machines, and other
models o f computation, computability, and
complexity.
Prerequisite: Comp. Sci. 35
Spring semester. Kelemen.
4 8. T o p ic s in A lg e b ra .
Course content varies from year to year and is
dependent on student and faculty interest.
Recent offering have included Algebraic Coding
Theory, Groups and Representations. Topic
for 1985: Finite Reflection Groups.
Prerequisite: Math 16.
Alternate years.
Fall semester. Shimamoto.
49 . In tro d u c tio n to M o d e rn A lg e b ra .
The course will survey some of the important
topics o f modern algebra, such as groups,
integral domains, rings, and fields.
Prerequisite: Math 16 or permission of the
instructor.
Alternate years.
Not offered 1985-86.
51. S c ie n c e , D e c is io n -M a k in g ,
and U n c e rta in ty .
A study o f decision-making as it relates to
scientific and public policy matters. The course
covers philosophical, psychological, and mathe
matical aspects of decision-making in the face
of uncertain evidence. Topics covered include
the nature o f scientific evidence and experi
mentation; probabilistic evidence and the law;
uncertainty and medicine; inferential vs. Bay
esian statistics; human decision-making, ra
tional and irrational techniques, and correc
tives o f decision-making. The theories will be
related to such public issues as nuclear power,
hazardous waste disposal, vaccination pro
grams, and strategic nuclear planning.
Spring semester. Iversen, Kellman, and Holt.
53 . M a th e m a tic a l S ta tis tic s .
Based on probability theory, this course exam
ines the statistical theory for the estimation of
parameters and tests of hypotheses. Both small
and large sample properties of the estimators
are studied. The course concludes with the
study of models dealing with relationships
between variables including chi-square and
regression analysis.
Prerequisites: Math 16 and 18 or permission.
Alternate years.
Spring semester. Iversen.
5 7. M u ltiv a ria te S ta tis tic s .
Given as a continuation of Math 23 or 5 3 , the
course deals mainly with statistical models for
relationships between variables. The general
linear model, which includes regression, vari
ance, and covariance analysis, is examined in
detail. The course concludes with nonparametric statistics, sampling theory, and Bayesian
statistics.
Prerequisite: Math 23 or 53.
Alternate years.
Not offered 1985-86.
61. M o d e lin g .
An introduction to the methods and attitudes
of mathematical modeling. Since modeling in
natural science and engineering is already
taught in courses in those disciplines, applica
tions in this course will be primarily to social
and biological sciences. Various standard meth
ods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, computer simulation.
However, the emphasis will be on how to apply
these subjects to specific modeling problems,
not on their systematic theory. The format of
the course will include projects as well as
lectures and problem sets.
Prerequisites: Math 16 and 18, or instructor’s
permission.
Alternate years.
Not offered 1985-86.
64. M a th e m a tic a l P ro g ra m m in g .
Linear Programming and its extensions: the
simplex method, duality, assignment problems,
network flows, two-person game theory, and an
introduction to non-linear programming. Nu
merous algorithms are discussed, and there will
be opportunities for computer implementation.
A different perspective on mathematical pro
gramming is available in Engineering/Economics 57, Operations Research. In comparison,
Mathematics 6 4 is more advanced mathemati
cally in that there is more emphasis on theory,
and linear algebra is used to present it.
However, Engineering 57 is more extensive in
that engineering economics and probabilistic
decision models are also covered, and case
studies are involved. A student may take both
courses; together they form a strong introduc
tion to the theory and practice o f optimization.
Prerequisites for Math 6 4 : Math 9 and 16, or
instructor’s permission.
Alternate years.
Spring semester. Maurer.
65. C o m b in a to ric s .
Advanced counting, including generating func
tions and Polya’s Theorem. Graph Theory,
151
Mathematics
including connectivity, cycle, and coloring
theorems. Other combinatorial structures such
as matroids, designs, and codes. The Pigeonhole
Principle and Ramsey Theory. Depending on
interest, numerous applications to social, bio
logical, and management sciences.. Topics will
be chosen to complement, but not overlap,
Math 6 4 and Math 73. May be combined with
Math 6 4 or Math 7 3 for an external examina
tion paper.
Prerequisites: Math 9 and at least one other
course in Mathematics.
Alternate years. Fall semester.
Not offered 1985-86.
6 7 . N u m e ric a l M e th o d s.
This course will deal with the numerical
solution o f various mathematical problems,
pure and applied. The computer will be used
extensively. Also listed as Engineering 27.
Prerequisite: Math 6 and Math 7 or E 2 3 or
equivalent.
Alternate years.
Not offered 1985-86.
7 3. M a th e m a tic a l A lg o rith m s .
This course considers the construction, analy
sis, and theory of algorithms for solving
mathematical problems. Included are algo
rithms for constructing all or random combina
torial objects, e.g., subsets, permutations, parti
tions, algorithms on graphs, e.g., graph coloring
and shortest paths, and complexity o f alg
orithms and the theory o f NP-Completeness.
Overlap with Mathematics 6 4 , Mathematical
Program ming, and Com puter Science 3 5 ,
Fundamental Structure o f Computer Science,
will be minimized by avoiding lengthy discus
sion o f algorithms studied in those courses.
Prerequisite: Math 7 and 9 an d /o r further
courses in mathematics and computing.
Alternate years.
Fall semester. Grinstead.
81. A p p lie d A n a ly s is I.
Topics include: 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. May
be taken with Applied Analysis II for an
external examination paper.
Prerequisite: Math 16A or 3 0 or permission of
the instructor.
Fall semester. Rosen.
82. A p p lie d A n a ly s is II.
Analytic functions, integration and Cauchy’s
Theorem, power series, residue calculus, con
formal mapping, and harmonic functions will
be considered. The emphasis of this course is
on applications to the physical sciences. May be
taken with Applied Analysis I for an external
examination paper.
Prerequisite: Math 18.
Spring semester.
85. T o p ic s in A n a ly s is .
Course content varies from year to year and is
dependent on student and faculty interest.
Recent offerings have included Differential
Geometry, Functional Analysis.
Prerequisite: Math 18.
Alternate years.
Not offered 1985 - 86.
9 3 . D ire c te d R eading.
96. T h e s is .
97. S e n io r C o n fe re n ce .
This half course is designed to give students an
overview o f all o f their mathematics courses by
solving a variety of mathematical problems.
Most recently this has been accomplished by
way o f a written thesis and an oral presentation
on a mathematical topic agreed upon by the
student and the instructor. W hen offered, this
course replaces the departmental comprehen
sive examination.
Half course credit.
Spring semester.
SEMINARS
101 A . Real A n a ly s is I.
This seminar concentrates on the careful study
o f the principles underlying the calculus o f real
valued functions of real variables. Topics will
include pointset topology, compactness, con
nectedness, uniform convergence, Stone Weier-
152
strass Theorem. Normally taken with Math
1 0 IB for an external examination paper. May
however be taken with 1 0 1 B.
One credit.
Fall semester. Skeath.
101B. Real A n a ly s is II.
A continuation o f the material in Math 101A.
Topics will include the inverse and implicit
function theorems, differential forms, and
Lebesgue integration.
One credit.
Spring semester as enrollment warrants. Definitely
will be offered at least every other year including
Spring 1987.
102A. M o d e rn A lg e b ra I.
This seminar is an introduction to abstract
algebra. The standard algebraic systems—
groups, rings, fields, modules, and vector
spaces— are studied. W hile these concepts will
be illustrated by many concrete examples, the
emphasis will be on abstract theorems and
proofs, and rigorous, mathematical reasoning.
The first semester, 102A will focus on groups
and rings. Normally taken with Math 102B for
an external examination paper. May however
be taken without 102B.
One credit.
Fall semester. Shapiro.
102B. M o d e rn A lg e b ra II.
This is a continuation of 102 A. Topics covered
usually include field theory, Galois theory
(including the insolvability o f the Quintic), the
structure theorem for modules over principal
ideal domains, and a theoretical development
o f linear algebra. However, other topics may be
studied, depending on the interests of students
and instructor.
One credit.
numbers is followed by a detailed treatment of
the Cauchy theory o f 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.
Alternate years.
Not offered 1985-86.
104. To p o lo gy.
The subject matter o f this seminar will include
such topics as point set topology with some
applications, piecewise linear topology, homol
ogy, and homotopy theory.
Alternate years.
Spring semester.
105. P ro b a b ility .
This seminar concentrates on discrete proba
bility theory. The ideas of sample space and
probability distribution are introduced. The
binomial and Poisson distributions are studied,
and the normal distribution is introduced.
Laws of large numbers and the Central Limit
Theorem are discussed. Other topics include
the idea of randomness, generating functions,
random walk problems, and Markov chains.
Alternate years.
Fall semester. Grinstead.
Spring semester as enrollment warrants. Definitely
will be offered at least every other year including
Spring 1986.
Spring semester. Shapiro.
111. M a th e m a tic a l S ta tis tic s .
Properties o f random variables are studied
together with ways o f inferring about param
eters in statistical models. Special emphasis is
put on the study o f models for relationships
between random variables.
103. C o m p le x A n a ly s is .
A brief study o f the geometry o f complex
Alternate years.
Not offered 1985-86.
153
Medieval Studies
Coordinator: J E A N A S H M E A D PERK INS
This program offers an opportunity for a
comprehensive study o f European and Medi
terranean civilization from the fourth century
to the fifteenth. The period, which has a critical
importance for the understanding o f Western
culture, can be approached best through a
combination of several disciplines. Hence eight
Departments (A rt, Classics, English Literature,
History, Modern Languages, Music, Religion,
and Philosophy) cooperate to provide a course
o f study which may be offered as a major in
either the course Program or the External
Examination (Honors) Program.
For a major in the Course Program the
requirements are as follows:
1. Latin 14, Mediaeval Latin
1 course in Medieval History (History 11 or
12 )
Either Religion 37 /Philosophy 19 or His
tory 14
The prerequisites for the courses listed above
are:
Latin 1-2 or the equivalent; an introductory
history course; Philosophy 1.
2. Five other courses chosen from three o f the
following fields:
A rt History (15, 16, 17).
History (11, 12, 13, 1 4 ,1 5 ).
Religion (3 5 , 3 7 ).
Literature (Classics 3 5; English 2 0, 2 1, 22;
C EL 13, French 2 0 and 3 0 ; Spanish 4 1 ).
Music (2 0 ).
Other courses appropriate to Medieval
Studies that are from time to time included
in departmental offerings.
154
Directed readings in medieval subjects.
3. A student may write a thesis as a substitute
for a course during the first semester o f the
senior year.
4. The student must pass a comprehensive
examination in the senior year based on
courses taken in the medieval field. The
examination includes a section o f Latin
translation.
For a major in the Honors Program the
requirements are as follows:
1. The student must satisfy the language and
distribution requirements o f the program,
as listed above, by appropriate courses or
seminars. Some work in one or more o f the
fields, included in the program must be
done before admission to the Program.
2. Seminars may be chosen from the follow
ing: Philosophy 110 (Medieval Philosophy),
History 111 (Medieval Europe), A rt History
117 (Gothic A rt), English 102 (Chaucer and
Medieval Literature) or French 100 (Littér
ature du Moyen-Age).
3. By attachments to the courses listed above,
and by writing a thesis, the student may
expand the possibilty o f work in the
Honors Program beyond these five sem
inars.
The minor program should be planned with the
coordinator so as to insure a close relation to
the major. No minor in Honors is offered.
Students wishing to minor in subjects included
in this field should take them as minors in the
department in which they are normally offered.
Modera Languages and Literatures
GEORGE C. AVERY (German), Professor 3
T H O M P S O N RRADLEY (Russian), Professor
GEORGE KRUGOVOY (Russian), Professor
PH ILIP M E TZ ID A K IS (Spanish), Professor
JE A N A S H M E A D PE R K IN S (French), Professor and Chairman, 1 9 8 3 -8 6
ROBERT ROZA (French), Professor 10
S IM O N E VOISIN S M IT H (French), Professor 9
FR A N C IS P. TAFO Y A (French and Spanish), Professor
EUGENE W ERER (German), Professor 1
M AR IO N J . FABER (German), Associate Professor (part-time)
JO H N J . H A S S E T T (Spanish), Associate Professor 1
GEORGE M O S K O S (French), Associate Professor *8
K E N N E TH C. L U K (Chinese), Assistant Professor
M O N IK A S H A F I (German), Instructor
WEI C H A N G (Chinese), Lecturer
EDWARD DIXON (German), Lecturer
EVGENIYA L. K A TS EN ELIN B O IG EN (Russian), Lecturer
ROBERT K A T Z (Spanish), Lecturer
M A R Y K. K EN N EY (Spanish), Lecturer
CAROLE N E T TE R (French), Lecturer
ELKE P L A X TO N (German), Lecturer
PIERRE T R A B U T (French), Assistant
The purpose of the major is to acquaint stu
dents with the important periods and principal
figures o f the literatures taught in the Depart
ment, to develop an appreciation of literary
values, to provide training in critical analysis,
and to foster an understanding o f the relation
ship between literary phenomena and the
historical and cultural forces underlying the
various literary traditions. In addition to
demonstrated competence in the language, a
foreign literature major will normally complete
seven credits in literature courses or seminars,
take Special Topics, and pass the comprehen
sive examination. Students whose interests lie
primarily in language are advised to consider
the possibility of a Modern Languages major.
Those with an interest in civilization should
consider a Special Major in combination with
History, A rt, or some other appropriate de
partment. Students interested in studying liter
ature in more 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 texts of literary or general
interest.
For a detailed description of the orientation in
these courses see the Explanatory Note on
language courses below. Courses numbered 11
or above emphasize the study o f literature as a
humanistic discipline as well as competence in
the spoken and written language.
1 Absent on leave, fall semester, 1985.
3 Absent on leave, 1985-86.
8 Campus coordinator, Grenoble Program.
9 Program Director, Swarthmore Program in
Grenoble, fall semester, 1985.
10 Program Director, Swarthmore Program in
Grenoble, spring semester, 1986.
155
Modern Languages and Literatures
Students who plan to major in a foreign
language and its literature are advised to
present sufficient credits on admission to
enable them to enroll in courses numbered 11
and 12 in their freshman year. Students who
enter with no previous knowledge o f the
language and are interested in majoring in a
foreign literature should register for the inten
sive language courses (1B-2B) in the freshman
year. Language courses numbered IB through 5
(8 in German) do not count toward the
minimum o f eight credits required for the
major.
Students who wish to continue a language
begun elsewhere will be placed at the course
level where they will profit best according to
their score in the College Entrance Examina
tion or placement tests administered by the
Department in the fall.
Prerequisites for majors are noted under the
listing of each of the literatures taught. Excep
tions to course requirements are made for
those who show competence in the language of
specialization. Students who speak French,
German, Russian or Spanish fluently should
consult with the Department before electing
courses.
Majors are urged to elect supporting courses in
other literatures, in history, philosophy, lin
guistics, or art history. The Department also
recommends participation for a minimum o f a
summer and a semester in an academic program
abroad. Linguistically qualified students may
apply to the Swarthmore Program at the
University o f Grenoble, for one or two
semesters in the sophmore or junior year. This
program is particularly suited for majors in the
humanities and the social sciences. Students
competent in Spanish should consider the
Hamilton College Program in Madrid, Spain,
which is cooperatively sponsored by Swarth
more. Those competent in German should
consider the Wayne State Junior Year in
Germany (at the University o f Munich or the
University of Freiburg) or the Smith College
Junior Year at the University o f Hamburg.
Students interested in intermediate and ad
vanced Chinese studies in China are encouraged
to consider the China Educational Tours
program in Beijing and the Nankai University
program in Tianjin, the People’s Republic of
China. Students on scholarship may apply
scholarship monies to designated programs of
study abroad, in addition to the Hamilton
College Program in Madrid and the Swarth
more Program in Grenoble (see Education
Abroad, p. 5 2 -5 4 ).
Students wishing to receive a Teaching Certifi
cate in French, German, Russian or Spanish
should plan on taking the regular program of
language and literature courses required for the
major or show proof o f the equivalent. In
addition, they should take Linguistics 1 or a
course in the history o f the language offered in
the Department. Appropriate supporting
courses which broaden knowledge and under
standing of the foreign culture being studied are
also recommended. Prospective teachers o f a
foreign language should plan to include a
minimum of a summer and a semester abroad
in their academic program.
Students planning to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge o f other
languages is often requited for admission to
advanced studies.
Continental European and Spanish American
Literatures (in translation)
Students acquainted with a particular foreign
language are urged to elect an appropriate
literature course taught in the original language.
C E L /S A L courses provide students with the
opportunity to study literature which they
cannot read in the original. These courses may
be used to satisfy the distribution require
ments, but cannot be substituted for the 1 1 or
156
12 level courses to satisfy the departmental
prerequisites for a major or minor in the
original languages. In some cases C E L /S A L
courses may form an appropriate part of
supporting upper-level work, part of a Litera
ture Major, or they may serve as the basis of
preparation for an Honors paper. Students
planning programs where such considerations
might apply should consult with the Depart
ment.
Normally, at least one C EL or SAL course is
offered each semester; these courses are an
nounced before fall and spring registration.
Other, cross-listed courses in foreign literature
in translation are listed after SAL 50.
12R. R u s sia n T h o u g h t and L ite ra tu re
in the Q u e st f o r Tru th .
The development of Russian intellectual tradi
tion as reflected in Russian philosophy and
literature from the 18th century to the present.
Brief consideration o f Russian medieval litera
ture and thought. Eighteenth century: seculari
zation of culture. Nineteenth and twentieth
centuries: philosophical and literary polemics
within the framework of current secular ideol
ogies and religious thought. Russia and the
W est and the dream o f a Perfect World.
Spring semester 1986. Krugovoy.
13R. T h e R u s sia n N o ve l.
See Russian 13.
13. M e d ia e v a l C o m p a ra tiv e L ite ra tu re .
The tension between ideals and their realization
as reflected in the literature of the Middle Ages,
especially the epic (Roland, Cid, Nibelungen)
and the romance (Tristan, Vvain, The Grail).
Spring semester 1986. Perkins.
14. M o d e rn E u ro p e a n L ite ra tu re .
Contributions in theme and form to a European
tradition o f modern fiction will be examined
and compared in seminar format (presentation
and critical discussion o f student papers).
Authors will include Dostoevsky, Rilke, E. M.
Forster, Thomas Mann, Virginia W oolf, and
Malraux. Intended especially for freshmen and
sophomores contemplating a Literature major.
Limited enrollement.
To be offered 1986-87.
20G. T h e C o n te m p o ra ry G e rm a n N o ve l.
A study of intellectual, literary, and sociological
currents in East and West Germany, Austria,
and Switzerland since the end o f World W ar II
as they appear in representative works of prose
fiction. Authors include Heinrich Boll, Gunter
G rass, M ax F risch , U w e Jo h n son , Peter
Handlce, and Christa W olf. Lectures and dis
cussions in English. German majors will be
required to read some o f the works in German.
To be offered 1986-87 .
25R. R u s sia n F o lk lo re and R u ssia n
C u ltu re .
A study of folk poetry in its cultural and artistic
aspects. Folklore and the genesis of literature
and civilization. Survivals of myth and ritual in
Russian folk poetry and their significance for
the understanding of the collective psycholog
ical dominants 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 comparative evidence
from non-Russian folk traditions. Representa
tive texts will be analyzed in class with active
participation by students.
Not offered 1985-86. Krugovoy.
50G. S tu d ie s in M o d e rn G e rm a n
L ite ra tu re .
Under this course title topics will be offered
from year to year that reflect the richness and
variety of literature in German-speaking coun
tries, against the background o f this century’s
dominant social and cultural crises. Courses to
be offered in subsequent years include: The
Novels of Thomas Mann; Modern German
Criticism from Nietzsche to Benjamin; German
Expressionism; Austrian Writers of the 20th
Century, Nietzsche and his Literary Influence;
Literature and Film in Weimar Germany.
Current offering: Twentieth Century German
Women in Film and Literature. Beginning with
an examination of early 20 th century theories
and representations of women (Freud, Wede
kind, Schnitzler, von Sternberg), this course
will then concentrate on the feminine an d /or
feminist response, particularly after World
W ar II. Film makers such as Leontine Sagan,
Margarete von Trotta, and Helke Sander, as
well as writers such as Anna Seghers, Ingeborg
Bachmann, and Christa W olf will form the
basis for an examination o f how gender
influences questions of morality and aesthetics
in film and literature. The influences of
changing political contexts on the representa
tion o f gender will also be a central focus.
Spring semester. Faber.
30R. T h e P e te rs b u rg T h e m e in
R u s sia n L ite ra tu re .
Literary and historical perspectives of the
urbanistic theme in Russia. Petersburg as a
social reality, demonic delusion, and myth.
Alienation in the modern city, individual
search for self-identification, and personal
reintegration in a meaningful cosmos. Readings
157
Modern Languages and Literatures
and discussions based on works by Pushkin,
Gogol, Chernyshevsky, Dostoevsky, Tolstoy,
and Bely. This course is not a regular offering
and may not be repeated in the foreseeable
future.
Fall semester 1985. Krugovoy.
50R. R u s sia n L ite ra tu re and
R e v o lu tio n a ry T h o u g h t.
A study of continuity and change in the relationship between the major political and social
movements and the writers before and after
1917. Special attention will be given to the postrevolutionary literary and political struggle in
the 1920’s and its revival o f the 1960’s.
Not offered 1985-86. Bradley.
5 0 S . S p a n is h T h o u g h t and L ite ra tu re
of the T w e n tie th C e n tu ry .
The struggle between traditionalism and libera
lism, its background and manifestations in
Spanish thought and letters from the turn of
the century through the Civil W ar to the
present day. Emphasis on Unamuno, Ortega y
Gasset, Federico Garcia Lorca, Camilo Jose
Cela, Carmen Laforet, and Juan Goytisolo.
Not offered 1985-86.
S A L 50. C o n te m p o ra ry S p a n is h A m e r ic a n L ite ra tu re .
A consideration o f intellectual and social
themes and artistic innovations which mark the
coming into the mainstream o f SpanishAmerican fiction. Representative authors from
the various national literatures. ARGENTINA:
Borges, Cortazar; PERU : Vargas Llosa; CO
LOM BIA: García Márquez; G U ATM ALA:
Asturias; M EXICO : Fuentes, Rulfo, Pedro;
CU BA : Carpentier.
Not offered 1985-86.
S A L 60. S p a n is h A m e ric a n S o c ie ty
T h ro u g h Its N o ve l.
This course will explore the relationship
between society and the novel in Spanish
America. Selected works by Carlos Fuentes,
Mario Vargas Llosa, Gabriel Garcia Marquez,
Juan Rulfo and others will be discussed in
conjunction with sociological patterns in con
temporary Spanish America. See SociologyAnthropology 60.
Not offered 1985-86.
70. ^ R e n a is sa n c e C o m p a ra tiv e
L ite ra tu re .
See English Literature 70.
Not offered 1985-86.
71. Eu ro pe a n R o m a n tic is m .
(See English Literature 71. )
Not offered 1985-86.
74a. M o d e rn D ra m a I: Ib se n to
A v a n t G a rd e .
(See English Literature 74a.)
Spring semester 1986. Williamson.
74b. M o d e rn D ra m a II: A v a n t G a rd e and
C o n te m p o ra ry .
(See English Literature 74b.)
Not offered 1985-86. Leff.
79. S tu d ie s in C o m p a ra tiv e Fictio n .
(See English Literature 7 9 )
(To be taught in alternate years by Mod. Lan
guages.)
Spring semester 1986. Weinstein.
Spring semester 1986.
EXPLANATORY NOTE OF FIRST- AND SECOND-YEAR
LANGUAGE COURSES:
A . Courses numbered 1-2 are designed for
students who begin their study o f the
language in college and whose primary
interest is the acquisition o f reading skills:
1 -2 combines the presentation of grammar
with readings from the humanities
(including literature), social sciences,
and sciences. Classes meet three times
per week and are conducted in English.
May be used to prepare for fulfilling
the reading requirement o f graduate
158
schools but does not prepare students
for intermediate or advanced courses
in literature taught in the original
language.
Students who start in the 1-2 sequence
must complete 2 in order to receive
credit for 1. However, students placing
directly in 2 can receive credit for a
single semester of language work.
B. Courses numbered 1B-2B, 3B, 4B, 5B carry
one and one-half credits per semester.
Three semesters in this sequence are equiv
alent to two years of work at the college
level. Designed to impart an active com
mand o f the language and combine the
study or review of grammar essentials and
readings o f varied texts with intensive
practice to develop the ability to speak the
language. Recommended for students who
want to progress rapidly and especially for
those with no previous knowledge of the
language and who are interested in prepar
ing for intermediate or advanced courses in
literature taught in the original language.
Students who start in this orientation can
major in a foreign language and literature
not studied previously. These courses (a)
meet as one section for grammar presenta
tion and in small groups for oral practice
with a native speaker of the language, and
(b ) may require periodic work in the
language laboratory.
Students who start in the 1B-2B sequence
must complete 2B in order to receive credit
for IB. However, students placing directly
in 2B can receive one and one-half semester
credits. Courses numbered 3B and 4B may
be taken singly for one and one-half
semester credits.
Chinese
The purpose o f the program is to develop
competence in the modern Chinese language.
Students should plan to take the introductory
and intermediate courses as early as possible so
that studying in China may, if desired, be
incorporated into their curriculum. The courses
numbered 1B-2B, 3B, 4B, 11 are offered each
year and 12, 15 in alternate springs.
A Chinese Studies Major is being considered.
Upon approval, the major will have as its
requirement Third-Year Chinese, Chinese 12,
History 9, five other courses from such
departments as Linguistics, History, History of
A rt, Music, Political Science, and Religion, and
a thesis or a comprehensive examination.
Although no major exists currently in Chinese
in either the course program or the External
Examination program, qualified students are
urged to consider the possibility of a Special
Major in combination with the departments
mentioned above. It is possible to prepare for
one External Examination in the field of
Classical Chinese Literature. Interested stu
dents should consult with the Section Head in
Chinese.
COURSES
1B -2 B . In tro d u c tio n to M a n d a rin
C h in e se .
An intensive introduction to spoken and
written Mandarin Chinese, with emphasis on
oral practice. Designed to impart an active
command o f basic grammar. Introduces 3 5 0 to
4 0 0 characters and develops the ability to read
and write in simple modem Chinese.
Luk and Chang.
3 B , 4B . S e c o n d -y e a r M a n d a rin C h in e se .
Designed for students who have mastered basic
grammar and 3 5 0 to 4 0 0 characters. Combines
intensive oral practice with writing and reading
in the modern language. Emphasis is on rapid
expansion of vocabulary, idiomatic expressions,
and thorough understanding o f grammatical
patterns. Prepares students for advanced study
at the College and in China.
Luk and Chang.
11. T h i r d -y e a r C h in e se .
Concentrates on reading in modern Chinese.
Develops the ability to read a variety of
Modern Chinese writings, fiction, essays, docu
mentary and journalistic materials and the
ability to write in the modern language. Classes
conducted in Chinese, though oral translation
into English is an important component.
Luk.
12. C h in e se L ite ra tu re in T ra n s la tio n .
An introduction to Chinese literature, its
themes and the intellectual tradition it reflects.
Course material includes fiction, drama, and a
brief consideration of classical poetry.
Spring semester 1987. Luk.
15. T h e C h in e se Langu age.
A linguistic survey of the history and structure
o f the Chinese language; Chinese as a non-
159
Modern Languages and Literatures
Indo-European language, its basic structure, its
dialects and national standard, and the development o f its writing system.
Spring semester 1986. Luk.
93. D ire c te d R eeding,
French
French may be offered as a major in the Course
Program or as a major or minor in the External
Examination (Honors) Program. Prerequisites
for both Course students and Honors candi
dates are as follows: French 12 and 16, the
equivalent, or evidence o f special competence.
Recommended supporting subjects: see the
introductory departmental statement.
All majors including students preparing a
Secondary School certificate are strongly urged
to spend at least one semester o f study in
France.
Majors in the Course and Honors Programs, as
well as minors in the Honors Program, are
expected to be sufficiently proficient in spoken
and written French to do all o f their work in
French, i.e., discussions and papers in courses
and seminars, and all oral and written examina
tions, including comprehensive and Honors
examinations.
Course majors are required to do Special
Topics and to complete a comprehensive
examination in the Spring semester o f their
senior year. This examination is based on a
reading list of essential works from the Middle
Ages to the Twentieth Century. Students may
choose to prepare any two consecutive cen
turies, plus one genre in any o f two other
centuries, and they are expected to devise a
suitable program o f study on this basis in the
Fall semester of the junior year.
Students are required to take at least one course
in Literature before 1800. They can take no
more than two courses of a non-literary nature.
COURSES
N OTE: N ot all advanced courses are offered
every year. Students wishing to major or minor
in French should plan their program in con
sultation with the Department.
160
1 B -2 B , 3B. In te n s iv e F re n c h .
For students who begin French in college.
Designed to impart an active command o f the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. Prepares for
intermediate and advanced courses in language
or literature taught exclusively in French.
Recommended for students who wish to
acquire minimal linguistic competence for
study abroad in the Swarthmore Program in
France. See the explanatory note on language
courses above as well as the description o f the
Swarthmore program at the University of
Grenoble under Education Abroad.
5. C o m p o s itio n and D ictio n .
This course satisfies the prerequisites for
intermediate and advanced courses taught in
the original language, such as 12 or 16.
Emphasis is on the consolidation o f gram
matical principles with an aim to increasing the
facility to write and speak the language through
work with formal grammar, selected readings
o f literary or general interest, newspaper and
magazine articles, radio programs, films, etc.
Recommended for students who wish to study
abroad at the university level.
Prerequisite: French 3B or the equivalent.
Each semester.
5 A . F re n c h C o n v e rs a tio n .
A half-credit conversation course concentrating
on the development of the students’ ability to
speak French.
Each semester. Trabut.
10. Im a g e s de la F ra n c e .
Salient aspects o f French civilization in the age
long struggle for human values. May include
literary works depicting life or events in a given
period but emphasis is on social, political, and
artistic highlights rather than belles lettres as
such. Readings and discussions in French.
Prerequisite: French 5 or equivalent.
Fall semester 1985 . Tafoya.
12. In tro d u c tio n to L ite ra ry S tu d ie s .
An analytical approach to French literature
through the study o f particular genres or
specific modes o f expression. Selected works
from Molière to Beckett.
Prerequisite: French 5, a score o f 6 7 5 on the
College Entrance Examination, or the equiva
lent with special permission.
Each semester.
15. F re s h m e n S e m in a r.
For freshmen only. Limited enrollment.
Prerequisite: a score o f 6 7 5 or above in French,
and satisfactory performance in the Placement
Exam for Literature courses administered
during Freshman Orientation.
Topic for 1985: La Satire.
Fall semester. Perkins.
1& S tu d ie s in S ty lis tic s .
For majors 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 representa
tive French authors from the 17th century to
the present.
Prerequisite: French 5, 12, or the equivalent
with special permission.
century historians (i.e., Goubert, Ariès,
Flandrin, etc.) and from representative literary
texts of the period (i.e., Saint-Simon, Lesage,
Diderot, etc.)
Prerequisite: French 12 or equivalent language
skills.
Perkins.
28. La F ra n c e C o n te m p o ra in e .
A study of events and ideas which have shaped
French society from the 19th century to the
present. Selected French works in history,
political science, sociology and literature.
Smith.
3 0 . L itté ra tu re du M o y e n -A g e .
3 3 . F e m m e s é c r iv a in s .
W omen writers from the Middle Ages to the
beginning o f the X X th century.
Spring semeter 1986. Smith.
35. L’ H u m a n is m e de la R e n a is sa n c e .
42. L itté ra tu re du 17e S iè c le .
4 3 . Le T h é â tre .
Representative works from the Middle Ages to
the the Romantic period included.
Smith.
Each semester.
50. Le R om an a v a n t la R é vo lu tio n .
2 0. H is to ry o f the F re n c h L angu age.
The development of the French language from
its Latin 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 must have a reading
knowledge o f French. This course will satisfy
the linguistics requirement for a teacher certifi
cation and may be used for a Medieval Studies
major.
Fall semester 1985. Perkins.
51. L e s P h ilo so p h e s .
2 2. Le C in é m a fra n ç a is .
An examination o f the evolution of style and
theme in French Cinema from Realism to
Nouvelle Vague. Among directors studied will
be Clair, Renior, and Carné, as well as Resnais,
Truffaut, and Godard.
Roza.
25 . L’A n c ie n R é g im e .
This course will study the social conditions of
17th and 18th century France in both rural and
urban areas (i.e., peasants, artisans, merchants,
nobles, etc.). Readings will be taken from 20th
60. Le R o m an du 19e S iè c le .
A study o f innovations in techniques and form
as well as the examination o f moral problems
arising from soci-political changes in 19th
century France. Based primarily on the novels
o f Balzac, Stendhal, Flaubert, and Zola.
Moskos.
61. R o m a n tis m e .
65. B a u d e la ire , R im b au d, M a lla rm é ,
A p o llin a ire .
Fall semester 1986. Roza.
70. T h é â tre M o d e rn e .
Major trends in 20th century drama from
Anouih, Sartre to Beckett and Ionesco.
Roza.
71. P o é sie C o n te m p o ra in e .
From Apollinaire and Surrealism to Char and
Saint John-Perse.
Roza.
72. Le R o m a n du 20e S iè c le .
161
Modem Languages and Literatures
An examination of the tensions between
humanistic tradition and formal innovation in
the French Novel from Proust and Gide to the
Nouveau Roman and beyond.
Fall semester 1985. Roza.
73. L itté ra te u rs En g a gé s.
A study o f the literature of commitment before
and after W orld W ar II. Principally an exami
nation of the literary manifestations o f French
Existentialism. Includes works by Malraux,
Satre, de Beauvoir, Camus, or others.
Tafoya.
Spring semester 1987. Tafoya.
76. E c ritu re fe m in in e .
A study o f the literary, theoretical and sociopolitical implications of feminine texts in
twentieth-century France. Topics to be dis
cussed: the idea o f the author, deconstruction
and feminism, psychoanalysis and women, and
others.
Fall semester 1986. Moskos.
91. S p e c ia l T o p ic s .
Study of individual authors, selected themes,
or critical problems.
Spring semester 1986.
92. C o llo q u iu m .
93. D ire c te d R eading.
75. P ro u s t and J o y c e .
94. T h e s is .
SEMINARS
Preparation o f topics for External Examinations
(H onors) may be done by appropriate courses
plus attachments only when seminars are not
available. Students preparing for External
Examinations should consult with the De
partment on the suitability and availability of
attachments.
100. L itté ra tu re du M o y e n -A g e .
Old French readings in lyric poetry, theatre and
romance.
Perkins.
101. La R e n a is sa n c e .
Prose works o f Rabelais, Marguerite de Na
varre, and Montaigne. Poetic innovations from
M arot through the Pleiade.
Smith.
102. Le T h é â tre C la s s iq u e .
1. Aristotle, Corneille, and Racine: a study of
"th e Tragic” and the theories of tragedy. 2.
Moliere.
Spring semester 1987. Smith.
103. L’A g e d e s L u m iè re s .
Concentrating on Diderot and Rousseau.
Perkins.
104. S te n d h a l et F la u b e rt.
Spring semester 1986. Moskos.
105. P ro u st.
Style and vision in La Recherche du Temps perdu.
Fall semester 1985. Roza.
106. P o é sie S y m b o lis te .
From Baudelaire to Apollinaire.
Roza.
108. Le R om an du 20e S iè c le .
Major innovations in form and theme from
Gide and Proust to the New Novel.
Roza.
109. Le R o m a n tis m e .
Fall semester 1986. Moskos
180. T h e s is .
German
German may be offered as a major in the
Course Program or as a major or minor in the
External Examination (Honors) Program. Prerequisites for both Course students and Honors
candidates are as follows:
162
Required: German 11 or 12, or equivalent
work.
Recommended supporting subjects: see the
introductory departmental statement.
W ith minor exceptions, the language o f in
struction in courses numbered 1 1 and above is
German. Students are expected to have a
sufficient command o f the language to be able
to participate in class discussions and do
written work in German. Course majors are
required to do Special Topics.
COURSES
N O TE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in German should plan their
program in consultation with the Department.
All courses listed under Groups I and II are
open to students after either German 11 or 12.
The courses listed under Group II are offered
on a regular two-year sequence. Majors in
Course are required to select a minimum of
four courses from Group II.
1-2. G e rm a n R eading and T ra n s la tio n .
For students who wish to acquire the funda
mentals of German grammar and a reading
knowledge o f the language. This two-semester
course is a terminal sequence. See the explana
tory note on language courses above.
Staff.
1 B -2 B , 3 B . In te n s iv e G e rm a n .
For students who begin German in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explana
tory note on language courses above. Normally
followed by 8 , 11 or 12 .
1B-2B. Plaxton and staff.
3B. Fall semester. Faber and Plaxton.
8. W ritin g and S p e a k in g G e rm a n .
Oral discussions and writing practice based on
general and literary topics of contemporary
interest. For students who want to consolidate
their skills o f expression. Recommended for
German majors. Can be taken concurrently
with German 11 or 12.
Prerequisite: German 3B or by departmental
placement test.
Each semester. Shafi.
GROUP I
11. In tro d u c tio n to G e rm a n L ite ra tu re
(e a r ly 20th c e n tu ry ).
An introductory course which emphasizes
critical and analytical reading of literature.
Representative poetry, drama, and fiction from
the beginning o f the 20 th century, including
works by Rilke, Schnitzler, Kafka, Mann and
Brecht.
Prerequisite: German 3B, 8 or equivalent work.
Spring semester. Shafi.
12. In tro d u c tio n to G e rm a n L ite ra tu re
(T h e A g e of G oeth e).
An introduction to German literature through
close reading of selections from the second half
o f the 18th and the early part o f the 19th
century. Authors include Lessing, Goethe,
Schiller, and the Romantics.
Fall semester. Faber.
13. T ra n s la tio n : T h e o r y and P ra c tic e .
This course aims at exploring the act of
translation, at first theoretically, and subse
quently—and primarily—through practice in
translating texts from various fields within the
humanities from German into English. In the
second half of the course, students will pursue
individual projects in consultation with the
instructor. This course does not count towards
the major.
Prerequisite: German 2, 3B, or the equivalent.
Not offered 1985-86.
50. Die D e u ts ch e L y rik .
Readings in the major German poets.
Fall semester. Faber.
63. G oeth e’s Fau st.
An intensive study o f Faust 1 and II.
To be offered 1986-87 .
83. Kafka and B re c h t.
A study of the principal works of each author
with emphasis on the emergence of major
themes and the examinations of literary crafts
manship. Kafka’s notebooks and journals and
Brecht’s journals and critical writings will be
considered in the context o f the authors’
cultural and social environment.
Not offered 1985-86.
91. S p e c ia l T o p ic s (f o r s e n io r m a jo rs ).
Study o f individual authors, selected themes,
or critical problems.
163
Modern Languages and Literatures
GROUP II
52 . D a s D e u ts ch e D ra m a .
A study o f German drama, concentrating on
the modern period and including also an
examination of opera as drama. Readings
include plays by Brecht, Buchner, Hauptmann,
Kaiser, Schiller, and Wedekind as well as the
libretti to the following operas: Mozart’s Die
Zauberflote, W agner’s Tristan und Isolde, and
Berg’s Wozzek.
Not offered 1985-86.
6 0. A u fk la e ru n g u nd S tu rm und D ra n g .
The German Enlightenment and various reac
tions to it. Authors read include Gellert,
Lessing, Klopstock, Wieland, Herder, the early
Goethe, and the early Schiller.
Not offered 1985-86. Weber.
72. L ite ra tu r d e s n e u n ze h n te n
Ja h rh u n d e rts .
Representative prose fiction, drama, and lyric
poetry from the end o f Romanticism through
the beginnings o f Modernism. Readings include
selections from essayistic writings reflecting
contemporary thought.
Not offered 1985-86.
80. K la s s ik e r d e r M o d e rn e .
A study o f German literature from the begin
nings o f Modernism through W orld W ar I.
Authors include Hofmannsthal, Rilke, George,
Schnitzler, Trakl, Sternheim, and Thomas
Mann.
Not offered 1985-86. Avery.
82. L ite ra tu r d e s z w a n z ig s t e n
J a h rh u n d e rts .
German literature from the twenties to the
present with emphasis on the continuity o f the
m odem tradition under the impact o f political
exile and W orld W ar II. Authors include
Brecht, Thomas Mann, and post-World W ar II
writing in Austria, Switzerland, East and West
Germany.
Not offered 1985-86. Avery.
Courses to be offered in subsequent years:
84.
R ilke, H o fm a n n sth a l, G e o rge .
SEMINARS
All seminars to be offered in a particular year
will be announced in advance. Preparation of
topics for External Examinations (Honors)
may be done by appropriate courses plus
attachments only when seminars are not avail
able. Students preparing for External Examina
tions should consult with the Department on
the suitability and availability o f attachments.
104. Goethe.
A study o f Goethe’s major works in the context
o f his life and times.
(This seminar does not include Faust.)
Spring semester 1986. Weber.
105. Die D e u ts ch e R o m antik.
Romanticism as the dominant movement in
German literature, thought, and the arts in the
first third o f the 19th century. Authors include
Tieck, Novalis, Hölderlin, Kleist, Brentano,
Eichendorff, the early Buchner, and Heine.
Also offered as a course. See 70.
To be offered 1986-87 . Faber.
107. M o d e rn e P ro sa .
The development o f German prose narrative
since 1900 as reflected in works by Schnitzler,
Hofmannsthal, Rilke, Mann, Kafka, Döblin,
Karl Kraus, and R. Walser.
To be offered 1986-87 . Avery.
108. D e u ts ch e L ite ra tu r n a c h 1950.
The emergence o f distinctive works o f narrative
fiction, lyric poetry, and drama in the two
Germanies, in Austria and in Switzerland
following the collapse o f Nationalist Socialism
in Germany. Emphasis on works by major
authors.
Fall semester. Shafi.
Russian
Russian may be offered as a major in the
164
Course Program or as a major or minor in the
External Examination (Honors) Program. Pre
requisites for both Course students and Honors
candidates are: Russian 6 , 11, 12, and 13, or
equivalent work.
Recommended supporting subjects: see the
introductory department statement.
COURSES
N O TE: Not all advanced courses or seminars
are offered every year. Students wishing to
major or minor in Russian should plan their
program in consultation with the Department.
Course majors are required to do Special
Topics.
1 -2 . R u s sia n R eading and T ra n s la tio n .
For students who wish to acquire the funda
mentals o f Russian grammar and a reading
knowledge o f the language. This course is
designed especially for those students in the
Social and Natural Sciences who seek to read
and translate scholarly, scientific materials in
the original.
Not offered 1985-86.
1R-2R, 3B. In te n s iv e R u ssia n .
For students who begin Russian in college.
Designed to impart an active command o f the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explana
tory note on language courses above. Normally
followed by 6 , 1 1 , and 12 .
6. A d v a n c e d R u ssia n .
For majors and those primarily interested in
perfect!, i their command o f language. Advan _ed conversation, composition, translation,
and stylistics. Readings include short stories
and newspapers. Conducted in Russian.
Spring semester. Krugovoy.
11. In tro d u c tio n to R u s s ia n L ite ra tu re .
Old Russian literature and its place within
European literature. 18th century: Classicism
and Sentimentalism. 19th century: Romanti
cism and Golden Age o f Russian poetry.
Pushkin, Lermontov, Gogol. Lectures and dis
cussions in Russian.
Fall semester. Krugovoy.
12. In tro d u c tio n to R u s sia n L ite ra tu re .
19th and 20th century Russian literature to
1918, and its place within European literature.
Realism and literary tendencies in the first two
decades of the 20th century. Turgenev, Dos
toevsky, Tolstoy, Chekhov, Bunin, Bely. Silver
Age o f Russian poetry. Lectures and discussions in Russian.
Spring semester. Krugovoy.
13. T h e R u s sia n N o v e l.
Continuity and change in the development of
the novel in the 19th century and in the post
revolutionary period. Lectures and readings in
English. Russian majors will be required to
read a part o f the material in Russian.
Fall semester. Bradley.
16. H is to ry of the R u s sia n L a ngu age.
An introductory course. A study o f the origin
o f the Russian language and its place among the
other modern Indo-European and Slavic lan
guages. The uses of philology and linguistics for
the ideological and stylistic analysis of literary
texts.
Satisfies the linguistics requirement for teacher
certification.
Not offered 1985-86.
91. S p e c ia l T o p ic s .
(Fo r senior majors.) Study of individual au
thors, selected themes or critical problems.
93. D ire c te d R eading.
SEMINARS
101. To lsto y.
106. R u s sia n D ra m a .
102. R u s sia n S h o rt S to ry .
107. R u s sia n L y ric a l P o etry.
103. P u s h k in and Le rm o n to v.
108. M o d e rn R u s sia n P o etry.
104. D o sto e v s k y .
109. C h e k h o v.
105. L ite ra tu re of th e S o v ie t P e rio d .
Spring semester 1986. Bradley.
110. B u lk a k o v.
Fall semester 1985 . Krugovoy.
165
Modern Languages and Literatures
Spanish
Spanish may be offered as a major in the
Course Program but not as a major in the
External Examination (Honors) Program. Pre
requisites for Course students are as follows:
Required: Spanish 11, 13, 41 or equivalent
work.
Recommended supporting subjects: see the
introductory departmental statement.
Majors are expected to speak Spanish with
sufficient fluency to take part in discussion in
the language and to pass all oral comprehensive
examinations in Spanish. Course majors are
required to do Special Topics.
COURSES
N OTE: N ot all advanced courses are offered
every year. Students wishing to major in
Spanish should plan their program in consulta
tion with the Department.
1 B -2 B , 3B. In te n s iv e S p a n ish .
For students who begin Spanish in college.
Designed to impart an active command o f the
language. Combines the study o f grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explana
tory note on language courses above. Normally
followed by 5B, 11 or 13.
5B. In te n s iv e S p a n ish .
For majors and others who wish an advanced
language course in which the emphasis is not
primarily literary. Much attention paid to
pronunciation, writing skills, speaking, and the
most difficult concepts o f Spanish grammar.
An ideal course prior to study abroad.
Each semester. Hassett and Kenney.
Prerequisite: Spanish 3B, the equivalent, or
special permission.
Fall semester. Metzidakis.
13. In tro d u c tio n to S p a n is h A m e ric a n
L ite ra tu re .
A study o f representative prose fiction, poetry,
and drama o f the 19th and 20th centuries
(works by Echeverría, Sarmiento, Marti, Silva,
Dario, Lugones, Sánchez, Lillo, Neruda, Valle
jo, Huidobro, Rulfo, Garcia Márquez, Borges,
Valenzuela and others). Discussions, papers.
Spring semester. Hassett.
N OTE: Spanish 11, 13, the equivalent, or
consent o f instructor, are prerequisite for the
courses in literature that follow.
41. O b ra s m a e s tr a s de la Edad M e d ia y
del R e n a cim ien to .
Early masterpieces of Spanish literature from
the 1 1 th to the 16th century, from the epic (el
Cantar del Mío Cid ) through the Mystics (San
Juan de la Cruz).
Fall semeter 1986. Metzidakis.
44. C e rv a n te s .
The works o f Cervantes with special emphasis
on the Quijote.
Spring semeter 1987. Metzidakis.
46. La n o v e la p ic a re s c a .
A study o f the major picaresque novels from
both Spanish and Spanish American literature.
W orks by Cervantes, Que vedo, Baroja, Fer
nandez de Lizardi, Romero and others. Com
parative work will also be done on Fielding,
Mann, Twain, etc.
Fall semester 1985. Metzidakis.
7. Fo n é tica Esp a ñ o la y C o m p o s ic ió n .
A course designed to improve the individual
student’s pronunciation o f Spanish and com
position. Highly recommended for majors and
other advanced students.
Spring semester, 1986. Metzidakis.
48. El R e g io n a lis m o Español
This course will examine how the different
regions of Spain are captured and interpreted
by their principal regional commentators.
Texts will include works by deCastro, Baroja,
Azorin, Machado, Galdós.
Spring semester 1986. Metzidakis.
11. In tro d u c tio n to S p a n is h L ite ra tu re .
A study o f representative prose fiction, poetry,
and drama o f the 19th and 20th centuries
(works by authors such as Espronceda, Zorrilla,
Becquer, Perez Galdós, Unamuno, Baroja,
Lorca, etc.). Discussions, papers.
72. La N o ve le Esp a ñ o le de P o s tg u e rra .
This course will examine the fiction of the
postwar novel in Spain. Major figures will
include Cela, Sánchez Ferlosio, Delibes, Martin
Santos, Goytisolo and others.
Spring semester 1987. Metzidakis.
166
76. La P o e sía H is p a n o a m e ric a n a
del S ig lo XX.
Texts will include the poetry o f Gabriela
Mistral, Delmira Agustini, Alfonsina Storni,
César Vallejo, Pablo Neruda, Octavio Paz and
others.
Fall semester 1985. Staff.
77. La N o v e la H is p a n o a m e ric a n a
del S ig lo XX.
Novels by Juan Rulfo, Maria Luisa Bombal,
Jóse Donoso, Carlos Fuentes, Mario Vargas
Llosa, Gabriel Garcia Márquez, Manuel Puig,
Luisa Valenzuela.
Fall Semester 1986. Hassett.
79. El Cu e nto H is p a n o a m e ric a n o .
The Spanish American short story from the
early 19th century to the present. Representa
tive authors include Echevarria, Carrasquilla,
Payro, Lillo, Roa Bastos, Borges, Bioy Basares,
Rulfo, Cortázar, Garcia, Márquez, Valenzuela,
Skármeta and others.
Spring semester 1986. Hassett.
91. S p e c ia l T o p ic s .
Study o f individual authors, selected themes,
or critical problems. Topic for Spring 1987:
"T he Fiction o f Peruvian author Mario Vargas
Llosa.” Open to all students with prior
experience in Spanish an d /o r Spanish Amer
ican Literature.
Spring semester 1987. Hassett.
Courses to be offered in subsequent years:
30. La L ite ra tu ra M e d ie v a l.
40. El T e a tro del R e n a cim ie n to y del
S ig lo de O ro.
42. La P o e sía del R e n a cim ie n to y
del S ig lo de O ro.
60. La N o ve la en el S ig lo XIX.
70. La G e n e ra c ió n del 98.
71. L ite ra tu re Española
C o n te m p o rá n e a .
72. La N o v e la Esp a ñ o la de la P o s g u e rra .
73. U n a m u n o .
74. L ite ra tu ra Española de P o s g u e rra .
75. T e a tro H is p a n o a m e ric a n o
C o n te m p o rá n e o .
78. La N o ve la M e x ic a n a S o c ia l
del S ig lo XX.
EXTERNAL EXAMINATION (HONORS) PROGRAM
Although the Spanish section can not now
prepare students for External Examinations,
students interested in such a possibility should
make their wishes known to the section.
167
Music
J A M E S D. FR EEM A N , Professor and Chairman
PETER G R A M S W IN G , Professor
S H A R O N FRIEDLER, Associate Professor o f Dance
GERALD LEVINSON, Associate Professor
A N N K O S A K O W S K I M c N A M E E , Assistant Professor
P A U LA S E P IN U C K , Associate in Performance (Dance)
D O R O TH Y K. FR EEM A N , Associate in Performance (Music)
K A R EN M EYER S , Associate in Performance (Music)
GEOFFREY M IC H A E L S , Associate in Performance (Music)
CAROLYN REICHEN, Associate in Performance (Dance)
RODERT M . S M A R T , Associate in Performance (Music)
N A N C E Y R O SEN SW EIG , Associate in Performance (Dance)
The study o f music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding o f music as
an artistic and intellectual achievement. Theory
courses train the student to work with musical
material, to understand modes o f organization
in composition and to evolve methods o f
musical analysis. History courses introduce
students to methods o f studying the develop
ment of musical styles and genres, and the
relationship o f music to other arts and areas of
thought. The Department encourages students
to develop performing skills through private
study and through participation in the band,
chorus, early music ensemble, orchestra, and
chamber music coaching program which it
staffs and administers. The Department also
assists instrumentalists or singers to finance the
cost o f private instruction. Credit may be
granted under the provisions for Creative Arts.
Students wishing to combine instrumental or
vocal studies outside the College with a major
in music at Swarthmore can, with special
permission, from the department and the
Provost, elect a five-year plan o f study, thus
reducing the normal number o f courses to be
taken per semester.
Two semester courses in theory and one
semester course in history are prerequisite for
acceptance as a major. Majors will normally
take five semester courses in theory (including
Music 15, 16, or 17), three semester courses in
history (including Music 20 and either 21 or
2 2 ) and meet the basic piano requirement.
Majors are expected to participate in at least
168
one o f the department’s performing organic
zations.
Major in the External Examination (Honors)
Program: A student intending to major in the
Honors Program will normally stand for four
papers in music. The Department strongly
recommends that one paper be a thesis or
research project. Any Theory/Com position
course numbered 15 or higher, also all history
courses, can be used as the basis o f a paper
when augmented by a concurrent or subse
quent attached unit of additional research, or
by directed reading, o r by a tutorial.
Minors in the Honors Program: A student
intending to minor in the Honors Program will
normally 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 Depart
ment, be substituted for the theory prerequi
site.
Language Requirements for Graduate Schools:
Students are advised that graduate work in
music requires a reading knowledge o f French
and German. A reading knowledge o f Latin is
also desirable for students planning to do
graduate work in musicology.
Proficiency on an instrument: All majors in music
will be expected to play a keyboard instrument
well enough by their senior year to perform at
sight a two-part invention o f J. S. Bach and a
first movement o f an easy late 18th or early 19th
century sonata. By the end o f the junior year
they should be able to read chamber music
scores, vocal music in four clefs, and realize
figured basses. The department recommends
that majors take one or two semesters of Music
4 2 to develop these skills. Students with
exceptional proficiency in an instrument other
than the piano, or in singing, will not be
expected to meet the performing standards of
pianists.
The basic piano program: This program is
designed to develop keyboard 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 sophomores
planning to major in music. No academic credit
is given for basic piano.
Special scholarships and awards in music
include:
The Elizabeth Pollard Fetter String Quartet
Scholarships: See p. 6 3.
Friends o f Music and Dance Summer Fellowships:
See p. 6 3.
The Melvin B. Troy Award: See p. 6 2.
The Boyd and Ruth Barnard Fund Grants: See
p. 23.
The Barclay and Edith Lewis White Scholarship:
See p. 3 0.
The Barnard Fellows: See p. 13.
The Peter Gram Swing Prize: See p. 6 2 .
CREDIT FOR PERFORMANCE
Chamber Music, Chorus, Orchestra, Early Music
Ensemble, Wind Ensemble
Students may take Performance Chorus (Music
4 3 ), Performance Orchestra (Music 4 4 ), Performance Early Music Ensemble (Music 4 5 ),
Performance W ind Ensemble (Music 4 6 ), or
Performance Chamber Music (Music 4 7 ), for
credit with the permission o f the Department
member who has the responsibility for that
performing group. The amount o f credit
received will be a half-course in any one
semester and usually will be granted only to
students participating for a full year in a
particular activity. Students applying for credit
will fulfill requirements established for each
activity, i.e., regular attendance at rehearsals
and performances and participation in any
supplementary classes held in connection with
the activity. Students will be graded on a
credit/no credit basis.
Individual Instruction (Music 4 8 )
Music Majors and members o f the Wind
Ensemble, Chorus, Early Music Ensemble,
Gospel Choir, and Orchestra may, if they wish,
take lessons for credit. Members o f the Chorus,
Early Music Ensemble, and Gospel Choir are
eligible for voice lessons; members of the Wind
Ensemble, Early Music Ensemble, and Orches
tra are eligible for lessons on their primary
instrument. Students who are not Music
Majors and are not in any o f the performing
organizations listed above may take lessons for
credit if they are concurrently enrolled in a
History or Theory/Com position course of
fered by the Music Department. Pianists who
are not Music Majors and who are not enrolled
in a History or Theory/Com position course
offered by the Department may qualify for
Music 4 8 by taking part in the Department’s
Program for Accompanists. The Department
expects such pianists to give at least three hours
a week to the Program.
A student applying for Individual Instruction
will first demonstrate to the Department ability
to undertake such study at least at an inter
mediate level. The student will arrange to work
with a teacher o f her/his choice, subject to the
approval o f the Department, which will then
supervise the course o f study and grade it on a
credit/no credit basis. Teacher and student will
submit written evaluations, and the student
will perform for a jury at the end o f the
semester. The Department will then decide if
the student should receive credit, and if the
student can re-enroll.
The Department will pay one-quarter the cost
o f eight lessons for all students enrolled, except
that Music Majors and section leaders in the
Chorus and Orchestra will receive two-thirds
the cost o f eight lessons, up to a maximum of
$ 133 per semester.
All students enrolled in Music 4 8 are strongly
encouraged to perform in student chamber
music concerts and to try out for concertos
with the Orchestra and solos with the Chorus.
169
Music
COURSES AND SEMINARS
1. In tro d u c tio n to M u s ic .
A course designed to teach intelligent listening.
The course assumes no prior training in music.
Open to all students without prerequisite.
Spring semester. Swing.
2. In tro d u c tio n to M u s ic .
A course that approaches listening and analysis
through concentration on musical fundamen
tals: reading notation and developing or ex
panding aural perception o f pitch, rhythm,
structure, phrasing, and instrumentation. The
course assumes no prior training in music.
Open to all students without prerequisite.
Fall semester. J. Freeman.
6. J . S . B a ch.
An introduction to his career as composer and
performer through readings and through study
o f his compositions in representative genres.
The course emphasizes training in informed
listening.
Open to all students without prerequisite.
Fall semester. Swing.
8. M u s ic of the O rie n t.
Introduction to music and musical theories of
the Near East and Far East. Guest lecturers in
special fields will meet with the class at
appropriate intervals.
Open to all students without prerequisite.
Not offered 1985-86.
10. A m e ric a n M u s ic .
A study o f unwritten and written music in the
United States to 1940, popular and vernacular
as well as classical, using Charles Hamm, Music
in the New World, as a text. Students will be
evaluated on a portfolio o f work to include
papers presented in class, reports on music
listened to, listening quizzes, and an extended
essay on a topic of choice.
No prerequisite. Enrollment limited to 12.
Not offered 1985-86.
THEORY AND COMPOSITION
Students who anticipate taking further courses
in the Department or majoring in Music are
urged to take Music i l - 1 2 as early as possible.
Placement exams are given each year at the first
meeting of that course for students who feel
they may be able to place out o f it. Majors will
normally take Music 11-12, 13-14, and 15, 16,
or 17 in successive years.
1 1 -12. H a rm o n y and C o u n te rp o in t I.
W ritten musical exercises include composition
o f original materials as well as commentary on
excerpts from the tonal literature. Listening
assignments coordinated with written work.
Prerequisite: knowledge o f traditional notation,
m ajor/m inor scales, ability to play or sing at
sight simple lines in treble and bass clef.
Year course. McNamee.
13-14. H a rm o n y and C o u n te rp o in t II.
Continued work with tonal harmony and
counterpoint at an intermedite level. Detailed
study o f selected works with assignment de
rived from these works, as well as original
compositions.
Prerequisite: Music 11-12 (o r the equivalent).
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Year course. Levinson.
15. H a rm o n y and C o u n te rp o in t III.
Detailed study of a limited number o f works
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: Music 13-14 (or equivalent).
Not offered 1985-86.
16. S c h e n k e r.
An introduction to Schenkerian analysis. An
extension o f traditional analytical techniques,
incorporating Schenker’s principles of voice
leading, counterpoint, and harmony.
Prerequisite: Music 13-14 (o r equivalent).
Spring semester. McNamee.
17. H is to ry of M u s ic T h e o ry .
A survey of primary sources (in translation)
from Boethius, Tinctoris, and Zarlino through
Rameau, Riemann, and Schoenberg.
Prerequisite: Music 11-12 (o r equivalent).
Not offered 1985-86.
19. C o m p o sitio n .
Both semesters. Levinson.
HISTORY OF MUSIC
2 0. M e d ie v a l and R e n a is sa n c e M u s ic .
The study of medieval and renaissance music
beginning with Gregorian chant and ending
with the music o f Josquin Desprez. The course
is also concerned with the relationship o f music
to the art and thought of the times, and the
function o f music in the Roman Catholic
liturgy.
Prerequisite: a knowledge o f traditional nota
tion.
Fall semester. Swing.
21. B a ro q u e and C la s s ic a l M u s ic .
Topics in music o f the 17th and 18th centuries.
This course, run as a seminar, deals with music
by Purcell, Handel, and Haydn as performed in
the city of London, along with the political and
social conditions governing commissions and
performances.
Not offered 1985-86.
22 . N in e te e n th -C e n tu ry M u s ic .
Beethoven through Wagner, Brahms, and
Mahler. A study o f Romanticism in music,
stylistic characteristics and historical premises.
Prerequisite: a knowledge of traditional nota
tion.
Spring semester. Freeman.
2 3. T w e n t ie t h -C e n t u r y M u s ic .
A study o f the various stylistic directions in
music o f the 20th Century. Representative
works by composers from Debussy, Stravin
sky, and Schoenberg, through Copland, Mes
siaen, and others, to post-war composers such
as Boulez and Crumb will be examined in detail.
Prerequisite: a knowledge of traditional nota
tion.
Fall semester. Levinson.
3 0. W . A . M o z a rt.
A study of representative works in the light of
modern style criticism. A reading knowledge of
French or German is desirable.
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1985-86 .
31. O p e ra .
A study of opera and drama, concentrating on
ideas o f operatic "reform ” and on specific
works by Monteverdi, Purcell, Mozart, Verdi,
Wagner, Tschaikowsky, Puccini, Berg, Menotti,
and Stravinsky. Projects will include prepara
tion and performance o f selected ensembles for
those with vocal or dramatic experience and
papers for those with little or no performing
experience.
Prerequisite: a knowledge of traditional nota
tion.
Not offered 1985-86.
32. H is to ry of the S trin g Q u a rte t.
This course traces the development o f the
string quartet from the middle o f the 18th
century to the present through study and
(wherever possible) performance of selected
works.
Open to students with permission 1 o f the
instructor.
' Spring semester. Swing.
33. Lieder.
A study, through performance and analysis, of
various solutions by various composers to the
problems of relating text and music. Students
should be moderately proficient either as
singers or as pianists. A knowledge o f German
is desirable.
Fall semester. J. Freeman.
38. W o m e n C o m p o s e rs and
C h o re o g ra p h e r s of the E a r ly T w e n tie th
C e n tu ry .
A survey of early twentieth-century women
composers and teachers, as well as a study of
several o f the most influential choreographers
o f modern dance. Choreographers include
Duncan and Graham; musicians include Bou
langer, Crawford-Seeger, and Landowska.
Open to all students without prerequisite.
Half-course credit.
Fall semester. McNamee and Sepinuck.
39. M u s ic and D a n ce : C r it ic is m and
R e v ie w in g .
This course, to be administered by the depart
ment and taught by guest lecturers who are
prominent in the field of reviewing, will cover
various aspects o f writing about the perform
ance of music and dance: previewing, reviewing,
the critic’s role and responsibilities, and the
special problems of relating performance to the
written word.
Not offered 1985-86.
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Music
6 0. P r o je c ts in P e rfo rm a n c e .
A study o f chamber repertoire. Performance
practice and problems in music o f various
styles will be examined in terms o f analysis,
research, and rehearsal. Ability to perform
instrumentally or vocally is required.
Not offered 1985-86.
92. In d e p e n d e n t Stu dy.
93.
D ire c te d R eading.
95. T u to ria l.
Special work in composition, theory, or history.
One or two credits.
96. S e n io r T h e s is .
One or two credits.
Fall and spring semesters.
PERFORMANCE (MUSIC)
N OTE: All performance courses are for half
course credit per semester. See p. 5 2 and p. 169
for general provisions governing work in per
formance under the provisions for Creative
Arts.
4 0. E le m e n ts of M u s ic ia n s h ip .
Sight-singing, rhythmic and melodic dictation.
Open to all students and may be taken with or
without credit.
Both semesters. McNamee and Meyers.
41. C o n d u c tin g .
Fall semester. McNamee.
4 2. F ig u re d B a s s and S c o r e R eading.
Both semesters. Smart.
4 3. P e rfo rm a n c e (c h o r u s ).
Both semesters. Swing and McNamee.
4 4. P e rfo rm a n c e (o r c h e s t r a ).
Both semesters. Freeman and Michaels.
4 5. P e rfo rm a n c e (e a r ly m u s ic
e n s e m b le ).
Both semesters. Meyers.
46 . P e rfo rm a n c e (w in d e n s e m b le ).
Both semesters. Levinson.
4 7. P e rfo rm a n c e (c h a m b e r m u s ic ).
Both semesters. D. Freeman.
Students taking Music 4 7 for credit should
submit to the Department at the beginning o f
the semester a repertory o f works to be
rehearsed, coached, and performed during the
semester. They should include the names of all
students who have agreed to work on the
repertoire, the names o f all coaches who have
agreed to work with them, and the proposed
dates for performance.
A student taking Music 47 for credit will
rehearse with her/his group(s) at least two
hours every week and will meet with a coach at
least every other week. All members o f the
group should be capable of working well both
independently and under the guidance o f a
coach, also capable of giving a performance of
high quality. It is not necessary for every person
in the group to be taking Music 47 for credit,
but the Department assumes that those taking
the course for credit will assume responsibility
for the group, making sure that the full group is
present for regular rehearsals and coaching
sessions.
48. P e rfo rm a n c e (in d iv id u a l
in s tru c tio n ).
(See the guidelines for this course on page 169.)
Both semesters.
49. K e y b o a rd W o rk s h o p .
Developing and refining skills in accompanying
and sight-reading through work with the
chamber, song, and four-hand repertoire.
Spring semester. J. Freeman.
DANCE PRO G RAM
Dance, a program within the Department o f
Music, shares the Department philosophy that
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courses in theory and history should be
integrated with performance. Serious dance
students are urged to supplement their study
with appropriate courses in music, theater and
other related disciplines.
In a typical semester over twenty hours of
dance technique classes are offered on graded
levels with a variety of approaches. Technique
courses, numbered 1 through 9, receive no
academic credit but may be substituted for
required physical education. Advanced dancers
are encouraged to audition for the performing
group, The Swarthmore College Dancers. The
group meets three times weekly for class
(Dance 4 0 Performance Dance) and performs
several times during the year.
1. In tro d u c tio n to D a nce.
A course in dance technique with emphasis on
alignment and movement analysis and includes
introductory theory o f dance as an art form.
The class meets three hours weekly and is a
prerequisite (o r equivalent prior training) for
all dance courses except Dance 23 and 39.
Each semester. Staff.
2. B e g in n in g B a lle t.
Prerequisite: Dance 1 (o r equivalent prior
training). Meets for one hour weekly. It should
be supplemented with two hours o f dance
technique.
Each semester. Staff.
3. In te rm e d ia te / A d v a n c e d B allet.
Prerequisite: Dance 2 (or equivalent prior
training). Meets for one hour weekly. It should
be supplemented with two hours o f dance
technique.
Each semester. Staff.
4 . In te rm e d ia te D a nce T e c h n iq u e .
Approaches to various styles of dance tech
nique.
Each semester. Staff.
5. H ig h In te rm e d ia te D ance Te c h n iq u e .
Meets three hours weekly.
Each semester. Staff.
7. J a z z D a nce .
Meets for one class weekly and should be
supplemented with two hours o f dance tech
nique.
Prerequisite Dance 1 or equivalent.
Not offered 1985-86.
9. D a n ce R e p e rto ry .
Extensive work on performing a piece of
choreography.
Spring 1985. Staff.
10. D ance Im p ro v is a tio n .
This course is geared to improvisation both as a
performance technique and as a tool for dance
composition. It gives the student a chance to
expand individual movement vocabulary and
work with others as a part of a cohesive
ensemble. The class meets three hours weekly
and receives one half course credit.
Spring semester. Staff.
11. D a n ce C o m p o s itio n I.
A study o f the principles of dance composition
through exploration of the elements o f dance
movement invention and improvisation, de
velopment and movement themes, and chor
eographic structure. Students will be expected
to read, create movement studies, and chor
eograph a full length dance as a final project. A
course in dance technique must be taken
concurrently. One credit.
Fall semester. Staff.
11a. D ance C o m p o s itio n .
One half course cedit may be awarded to those
students who have previously taken Dance 11
or the equivalent and who choreograph a work
which is performed at a public concert. Weekly
consultations with the instructor will be re
quired. One-half credit.
Each semester. Staff.
12. D ance C o m p o s itio n II.
A continuation o f Dance Composition 1. Onehalf credit.
Fall semester. Staff.
23.
T w e n tie th C e n tu ry D ance.
Spring semester. Staff.
38. W o m e n C o m p o s e rs and
C h o re o g ra p h e r s o f the E a r ly T w e n tie th
C e n tu ry .
A survey o f early twentieth-century women
composers and teachers, as well as a study of
several of the most influential choreographers
o f modern dance. Choreographers include
Duncan and Graham; musicians include Bou
langer, Crawford-Seeger, and Landowska.
Open to all students without prerequisite.
Half-course credit.
Fall semester. McNamee and Sepinuck.
3 9 . M u s ic and D an ce : C r it ic is m and
R e v ie w in g .
(See Music 39 ).
Not offered 1985-86.
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Music
4 0. P e rfo rm a n c e (D a n c e ).
This course includes dance technique on the
advanced level, basics of production, and
performance. Students are required to perform
174
in at least one scheduled dance concert. Admis
sion by audition or invitation o f the dance
faculty. One-half credit.
Each semester. Staff.
Philosophy
H U G H M . LACEY, Professor
H A N S F. OBERDIEK, Professor and Chairman
D O R O TH EA FREDE, Associate Professor
C H A R LE S RAFF, Associate Professor 3
R ICHARD ELDRIDGE, Assistant Professor 3
EU GENE SC H LO SSR ER GER , Visiting Assistant Professor
ELIZA R ETH AN D ER SO N , Visiting Instructor
Students majoring in philosophy must com
plete at least one course or seminar in each of
these areas: (1) Logic, ( 2 ) Ancient or Modern
Philosophy, and (3 ) Moral or Social Philoso
phy. Prospective majors should complete the
Logic requirement as early as possible. Mastery
of at least one foreign language is strongly
recommended. Students majoring in the Course
Program may be required to elect Philosophy
97.
1. In tro d u c tio n to P h iloso phy.
Philosophy addresses fundamental questions
that arise in a variety of practices and inquiries.
How can we tell whether an action is right,
whether an act or institution is just, or whether
any of our beliefs are either rationally j ustifiable
or true? Is there a scientific method? Does
knowing require having sense-experience? W hat
is human happiness? W hat is the meaning of a
text? Does God exist? Each section o f Philos
ophy 1 concentrates on a few o f these and
related questions in order to introduce a range
o f sharply contrasting positions. Readings are
typically drawn from the works of both
traditional and contemporary thinkers with
distinctive, carefully argued and influential
views regarding knowledge, morality, mind,
and meaning. Socrates, Plato, Aquinas, Des
cartes, Hobbes, Hume, Mill, and M arx are
philosophers frequently considered in various
sections. Close attention is paid to formulating
questions precisely and to the technique of
analyzing arguments. Students are encouraged
to develop their own positions through careful
consideration of texts and arguments.
Introduction to Philosophy is a prerequisite for
all other philosophy courses except Logic.
Each semester. Staff.
2. F re s h m a n S e m in a r in P h ilo so p h y .
Selected philosophical masterpieces discussed
in seminar format; that is, seminar papers
comprise all written work, discussion in weekly
meetings replaces lectures. Texts selected will
include works by classical and contemporary
authors. This introduction in Philosophy em
phasizes development o f skills for reading
philosophical texts independently.
Not offered 1985-86. Raff.
11. E th ic s.
How can we tell whether any action is right or
wrong, any trait a virtue or vice, any institution
just or unjust? Can one justify any set of actionguiding moral principles? O r is morality rela
tive to one’s opinion, culture, or social class?
These and related questions will be addressed
through an examination of the works of leading
moral philosophers, both classical and con
temporary. Student papers will address con
crete moral issues in biomedicine (e.g., euth
anasia, abortion, the allocation o f scarce life
saving resources, and experimentation on
human subjects) and in public policy (e.g.,
capital punishment, pacifism and the just war,
and political morality).
Fall semester. Oberdiek.
12. Lo g ic.
An introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. Applica
tions o f logic to selected philosophical prob
lems are also studied.
Fall semester. Staff.
13. M o d e rn P h ilo so p h y.
17th and 18th-century sources of current
philosophical problems of knowledge, free
dom, humanity, nature, God. Readings from
central texts o f Descartes, Spinoza, Leibniz,
Locke, Berkeley, Hume, Kant.
Spring Semester. Staff.
3 Absent on leave, 1985-86.
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Philosophy
14. A n c ie n t P h ilo so p h y.
A study o f selected work representing the
thought o f Plato and Aristotle. Emphasis is on
understanding and critically evaluating their
teachings on fundamental issues o f meta
physics, epistemology, psychology, and ethics,
as these have shaped our subsequent Western
civilization.
Fall semester. Frede.
16. P h ilo s o p h y of R eligion.
See Religion 14.
17. A e s th e tic s .
How can we tell which things are worth the
special sort o f attention which we often devote
to works o f art? W hat does “art” mean? Do all
art works have some property— such as signifi
cant form or beauty— in common? Or can any
thing at all be a work o f art? W hat sorts of
things ought we to do with works o f art, and
what things ought they to do for us? W e will
attempt to answer these questions by consider
ing views about the nature and function of
works o f art held by such philosophers as
Aristotle, Hume, R. G. Collingwood, Nelson
Goodman, and Arthur Danto. Some attention
will be paid to twentieth century painting and
to the writings o f such critics as Clement
Greenberg, Harold Rosenberg, and Michael
Fried.
Not offered 1985-86. Eldridge.
18. P h ilo s o p h y of the S o c ia l S c ie n c e s .
The course will be concerned with the philo
sophical problems which arise in the attempt to
study and understand man. Typical issues will
be the relation o f facts to values, empirical
evidence to theory, and ideas to other cultural
forces. An attempt will be made to show how
patterns o f response to these issues reflect
conceptions o f the nature o f man, and in
general bring out the substantive implications
o f methodology.
Replaced in 1985-86 by Philosophy 89.
19. M e d ie v a l P h ilo so p h y.
Not offered 1984-85 .
21. S o c ia l and P o litic a l Ph ilo so p h y.
The course will examine the two main traditions
in liberal political philosophy: social contract
theory and utilitarianism. Special attention will
be paid to the justification of tolerance in these
traditions, and to the conceptions o f political
community associated with them. Readings
176
will include such thinkers as Hobbes, Locke,
Bentham, Mill, Rawls and critics o f liberalism
such as Marx, MacIntyre, and Arendt.
Spring semester. E. Anderson
23. C o n te m p o ra ry Ph ilo so p h y.
See Philosophy 104.
Spring semester. Schlossberger.
24. T h e o r y of K n o w le d g e .
Empiricist, idealist, and realist traditions in
epistemology surveyed as treatments of prob
lems of scepticism, dogmatism, authority,
truth, self-knowledge, perception, memory,
objectivity. Readings from both current and
traditional theorists.
Not offered 1985-86.
26. P h ilo s o p h y of Langu age.
In writing and speaking we routinely perform
acts of magic; we somehow discern the price of
tea in China by perusing scratches o f ink on
paper, and we manage to say true things about
non-existent objects such as Zeus. The course
centers on the problems of meaning and truth;
how does language manage to refer to the
world, and what is it for a sentence to be true?
Related issues include identity across possible
worlds, language learning, language games, the
social character o f language, the relativity of
translation, and Chomsky’s “deep grammar.”
Readings include Quine, Wittgenstein, Kripke,
Frege, and Russell.
Fall semester. Schlossberger.
27. M e ta p h y s ic s .
An exploration of selected topics arising out of
traditional philosophical questions: W hat is
there in the world? How do we know? W here
does language fit in? Against the historical
background o f modern rationalism and empiri
cism, the course will focus especially on the
critical approaches o f Kant and Wittgenstein
which have so affected contemporary thought.
Not offered 1985-86..
28. M a r x is t P h ilo so p h y.
Not offered 1985-86.
29. N in e te e n th -C e n tu ry P h ilo s o p h y .
N ineteenth-century philosophers began to
think historically, hoping to establish the
natures o f knowledge and morality by seeing
how views about them emerge and evolve in a
culture. Perhaps, it was suggested, agreement
will be reached as a result o f this evolution, if
we can understand it. W hether historicism as a
method is compatible with objectivism about
such topics as knowledge, morality, the exist
ence o f God, and the nature o f the self will be
studied by examining the historicist treatments
o f these topics put forward by Fichte, Hegel,
Kierkegaard, M arx, and Nietzsche.
Not offered 1985-86. Eldridge.
3 4. V a lu e s and E th ic s in S c ie n c e and
T e c h n o lo g y .
(Also listed as Engineering 3 4 .)
See Engineering 34.
Spring semester. Barus and Oberdiek.
3 8. P h ilo s o p h y of S c ie n c e .
The course will focus on issues connected with
the nature and verification of scientific theories.
Special treatment will be given to the nature of
scientific change, growth, and development,
giving an historical emphasis to the course.
Not offered 1985-86.
39 . E x is te n tia lis m .
Starting with the historical background and
development o f existential philosophy, the
course will center around the 19th century
thinkers Kierkegaard, Nietzsche, the Russian
novelists, Tolstoy and Dostoyevsky, and the
20th century philosophers Heidegger, Sartre,
and Camus. The main emphasis will be on the
concepts o f individual anxiety, death, freedom,
and responsibility.
Spring 1986. Frede.
4 2. P h ilo s o p h ic a l C la s s ic s .
This course selects a single work for extended
study in light of current and traditional
criticism. Prerequisite: one philosophy course
or instructor’s consent.
Not offered 1985-86. Raff.
59 . C a th o lic S o c ia l Th o u g h t.
The course will study the Catholic tradition of
social thought, recent theoretical developments
in that tradition, and its rapidly growing
influence on social and political movements,
especially in Latin America. The principal
readings will be drawn from 1) Papal social
encyclicals, 2 ) documents of the Second Vati
can Council and Latin American Bishops’
Conferences, 3 ) recent documents o f the U .S.
Catholic bishops on nuclear war and the
economy, 4 ) writings of liberation theology.
From time to time, selected applications of this
theory, e.g. the growth of ’’base communities”
in Brazil, will also be studied.
Also listed as Political Science 5 9, Religion 59.
Spring semester. Kurth and Lacey.
77. C o llo q u iu m : T h e o r ie s of th e S e lf in
R o m a n tic L ite ra tu re and P h ilo s o p h y .
A t the end o f the eighteenth century, philos
ophers and poets drew on the quest romance to
develop new modes of writing that were at once
literary and philosophic. Thus we find both
philosophers (the German idealists) and poets
(Novalis, Hölderlin, Schiller, Coleridge, Shel
ley, Keats, Wordsworth) tracking in their
works the odysseys o f human subjects from
innocence to dawning self-consciousness, to
alienation and dejection, and ultimately to a
precarious self-integration. The kinds of writing
which Wordsworth and Coleridge and Hegel
and Schiller produced call into question our
commonplace assumptions about the differ
ences between philosophy and literature and
about the aims of work in each field. Should the
epistemological tradition be abandoned? Should
we think o f linguistic products in general as
texts, all o f which are to be studied in the same
way, so that there are no real distinctions to be
drawn between literary and non-literary works,
or between fiction and non-fiction? W hat can
literature and philosophy teach us about the
nature of the self, and how?
Prerequisites: Introduction to philosophy and
an introductory English course, or permission
of the instructor.
Special interdisciplinary course.
Not offered 1985-86. Eldridge.
86. T o p ic s in P h ilo s o p h y and
P s y c h o lo g y .
This new course will explore in depth different
topics that are of interest and concern to both
philosophers and psychologists. For Fall, 1985,
the focus will be: Rationality and the Explana
tion o f Human Action. In practical life, we
usually explain human actions by giving the
person’s reasons— his or her goals and beliefs—
for performing them. In contrast, in experi
mental science, we attempt to explain behavior
by finding laws in accordance with which it
occurs. W e will explore the extent to which the
categories o f explanation that come from
practical life constrain or limit the scope of
scientific explanations. Doing this will involve
a careful examination of the nature o f explana
tion that we use in practical life. In addition to
seeking people’s reasons for action in order to
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Philosophy
explain them, we use their reasons to provide
the basis of a normative evaluation of actions.
Beliefs, goals, and actions can be evaluated
concerning their rationality. W e will explore a
number o f different normative models of
rationality: from philosophy, economics, biol
ogy, and psychology, and investigate empirical
evidence about how well human behavior
conforms to these models. W e will be especially
concerned with evaluating the rationality of
goals— the criteria by which goals can be
pursued. The course is open to students who
have had at least the introductory course in
both philosophy and psychology.
Also listed as Psychology 86 .
Fall semester. Lacey and Schwartz.
87. C o llo q u iu m : A d v a n c e d L o g ic and
F o u n d a tio n s of M a th e m a tic s .
A selection o f topics from the following:
metatheorems o f first order logic, the incom
pleteness o f first order axiomatic systems of
arithmetic, recursive function theory, axiomatic
theories o f space and time, logical form and the
structure of natural languages, philosophical
foundations o f arithmetic, foundations of
geometry emphasizing problems of the nature
o f metrics. Two credits. Approval o f instructor
required.
Spring semester. Lacey.
89. C o llo q u iu m : P h ilo s o p h y of the
S o c ia l S c ie n c e s .
This colloquium will bean exploration o f some
central issues in the philosophy o f social
science, conducted through a detailed examina
tion o f the economic theory o f rational
consumer behavior. Questions to be con
sidered include: how does the theory constitute
an explanation o f behavior? Does the way in
which the theory represents values presuppose
certain value commitments? W hat is the rela
tionship o f "positive” to "normative” (welfare)
economics? W hat are the implications of the
applications of this theory to political, legal,
and personal relationships? Readings will in
clude both classical and contemporary sources
in economics and philosophy. May be taken for
one or two credits.
Fall semester. E. Anderson.
93. D ire c te d R e a d in g .Each semester. Staff.
96. T h e s is .
Fall semester. Staff.
97. S e n io r C o n fe re n ce .
Fall semester. Lacey.
SEMINARS
101. M o ra l P h ilo so p h y.
An examination o f the principal theories of
value, virtue, and moral obligation, and of their
justification. W orks of representative theorists,
both classical (e.g., Aristotle, Hume, Kant, and
Mill) and contemporary (e.g., Donagan, Gewirth, Mackie, and MacIntyre), will be studied.
Fall semester. Oberdiek.
102. A n c ie n t P h ilo so p h y.
See Philosophy 14.
Fall semester. Frede.
103. M o d e rn P h ilo s o p h y .
The philosophical systems o f Descartes, Spi
noza, Leibniz, Locke, Berkeley, Hume, or Kant,
and their relations.
Spring semester. Staff.
104. C o n te m p o ra ry P h ilo so p h y.
One or more philosophical issues selected to
illustrate 20 th-century philosophical tech
178
niques and theories; such as: the nature of
emotion, value, human action, personal iden
tity, truth, God, or imagination. Readings
include current contributions and 20 th-cen
tury classics by M oore, Russell, o r Wittgen
stein.
Spring semester. Schlossberger.
106. A e s th e tic s .
See Philosophy 17.
Not offered 1985-86. Eldridge.
107. L o g ic and Fo u n d a tio n s of
M a th e m a tic s .
See Philosophy 87.
Spring semester. Lacey.
109. M e ta p h y s ic s .
See Philosophy 27.
Not offered 1985-86.
110. M e d ie v a l Ph ilo so p h y.
Not offered 1985-86.
1
111. P h ilo s o p h y of R eligion.
See Religion Department Preparation by course
and attachment.
113. T h e o r y of K n o w le d g e .
Topics in epistemology selected to explore the
nature and limits of rationality. Readings from
current theorists or traditional theorists.
Not offered. 1985-86.
114. N in e te e n th -C e n tu ry P h ilo so p h y .
See Philosophy 18.
Not offered 1985-86. Eldridge.
115. La n gu a ge and Th o u g h t.
See Linguistics 107.
116. P h ilo s o p h y of L a ngu age.
See Philosophy 26.
Fall semester. Schlossberger.
117. P h ilo s o p h y of the S o c ia l S c ie n c e s .
See Philosophy 18.
Replaced in 1985-86 by Philosophy 89.
118. P h ilo s o p h y of P s y c h o lo g y .
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 psychol
ogy, the explanatory function of various theo
retical concepts (e.g., mentalistic and neuro
physiological), the explanation of linguistic
behavior, the compatibility of determinism
with psychology, the relation between structural
and functional explanation, criteria of choice
between conflicting theories, the relevance of
values to theory choice.
Not offered 1985-86.
119. H is to ry and P h ilo s o p h y of S c ie n c e .
An examination o f some of the central prob
lems in the philosophy o f science (e.g., the
nature of scientific explanations, the interrela
tionship between theory and observation,
criteria for the acceptance o f a scientific theory,
the nature o f scientific concepts) will be made
through an analysis of important episodes in
the history o f physics. Writings of Aristotle,
Copernicus, Kepler, Galileo, Descartes, and
Newton will be studied, as well as contempo
rary writings in the philosophy of science.
Not offered 1985-86.
121. S o c ia l and P o litic a l P h ilo so p h y.
See Philosophy 21.
Spring semester. E . Anderson.
122. P h ilo s o p h y of Law .
A study o f concepts o f law, including examina
tion 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 enforce
ment of morality, and justification of punish
ment are considered. Readings in both histori
cal and contemporary sources.
Spring semester. Oberdiek.
180. T h e s is .
A thesis may be submitted by majors in the
department in place o f one Honors paper, upon
application by the student and at the discretion
o f the department.
179
Physical Education and
Athletics
G O M ER H. DAVIES, Professor
ELEANOR K. H E S S , Professor and Acting Chair *4
E R N E S T J . P R U D E N TE , Associate Professor
DAVID R. S IVIOYER, Associate Professor and Chairman 1
D O U G LA S M . W E IS S , Associate Professor
S U S A N P. DAVIS, Assistant Professor
F R A N C IS J . M EAG H ER , Assistant Professor
M IC H A E L L. M U L L A N , Assistant Professor 1
G A ILE E. HO CKEY, Instructor
T H O M A S A R A N T , Assistant
DAVID R R O N K EM A , Assistant 4
B E N E D IC T C A YEN N E, Assistant*
LAW R EN CE EH M ER , Assistant 4
D IA N E FR EED M A N , Assistant
LORI FRIES, Assistant
C U R T IS A . LA U B E R , Assistant 4
H A R B E R T L E IM B A C H , Assistant 5
T H O M A S R IC H A R D S , Assistant 4
VALERIE RYAN , Assistant
C. J . S TE F A N O W IC Z , Assistant 4
D ALE S TR A W B R ID G E , Assistant 4
The aim o f the Department is to contribute to
the total education o f all students through the
medium o f physical activity. W e 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 pro
vides an opportunity for instruction and
experience in a variety o f these activities on all
levels. It is our hope that participation in this
program will foster an understanding o f move
ment and the pleasure o f exercise, and will
enhance, by practice, qualities o f good sports
manship, 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 compre
hensive, including varsity teams in twenty-two
different sports, eleven for men and eleven for
women. During many o f these activities con
tests are arranged for junior varsity teams.
1 Absent on leave, fall semester, 1985.
4 Fall semester, 1985.
5 Spring semester, 1986.
180
Ample opportunities exist for large numbers of
students to engage in intercollegiate competi
tion, and those who qualify may be encouraged
to participate in regional and national cham
pionship contests. Several club teams in vari
ous sports are also organized and a program of
intramural activities is sponsored.
Students are encouraged to enjoy the instruc
tional and recreational opportunities offered
by the Department throughout their college
careers. 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. All
students must pass a survival swimming test or
take up to one quarter o f swimming instruction;
classes for this purpose are offered in the fall
quarter.
Courses offered by the Department are listed
below. Credit toward completion of the Physi
cal Education requirement will also be given for
participation in intercollegiate athletics, as well
as for the following two dance courses:
Music— Dance 1 (Introduction to Dance) and
Music— Dance 4 (Intermediate Dance Technique).
To receive credit for any part of the program
students must participate in their chosen
activity a minimum of three hours a week.
Faculty regulations stipulate that students who
have not fulfilled the Physical Education
requirement will not be allowed to enter the
junior year.
Fa ll A c tiv itie s
Advanced Life Saving
Aquatics
Archery
Badminton
* * * * Cross Country
Ij. Field Hockey
Folk & Square Dance
** * Football
*
*
*
**
Jazz Exercise
Self-Defense
Soccer
Synchronized Swimming
Tennis
Touch Football
Volleyball
Weight Training
W in te r A c tiv itie s
Aquatics
** Badminton
* Basketball
Fencing
Folk &. Square Dance
f Gymnastics
Jazz Exercise
Self-Defense
* Squash
* * * * Swimming
* Synchronized Swimming
Tennis
Volleyball
Water Safety Instructor
Weight Training
** * Wrestling
S p rin g A c tiv itie s
Archery
Aquatics
Badminton
* * * Baseball
Folk & Square Dance
* Golf
Jazz Exercise
** * * Lacrosse
Ij. Intercollegiate competition for women
* Intercollegiate competition and course
instruction.
** Intercollegiate competition for women,
course instruction for men and women.
* * Softball
Squash
* Synchronized Swimming
* Tennis
* * * * Track and Field
Volleyball
W ater Safety Instructor (continued)
Weight Training
* * * Intercollegiate competition for men.
** * * Intercollegiate competition for men and
women.
181
Physics
O LE X A -M Y R O N B IL A N IU K , Professor
JO H N R. BO CCIO, Professor and Chairman
M A R K A . HEALD , Professor
PAU L C. M ANGELSDORF, JR ., Professor*
A L B U R T M . ROSENBERG, Associate Professor 2
3
R U S H 0. HOLT, Assistant Professor
FR A N K A . M O S C A TE LL I, Assistant Professor 3
N ILG U N S U N G A R , Instructor
M IN G W H EI T U N G , Instructor
DAVID E. C H Y B A , Assistant
The Physics Department offers two calculusbased introductory courses. Physics 1 ,2 covers
both classical and modem physics and is
intended to be the proper introductory physics
course for those students planning to take only
one year o f physics. Physics 3 , 4 , on the other
hand, is aimed toward students planning to
take further work in the Physics Department. It
is the first half o f a two-year introductory
sequence consisting of 3, 4 ,1 4 ,1 5 . Only those
students taking the entire four semester se
quence will have proper coverage of all major
areas o f physics.
Entering freshmen with strong physics back
ground should see the Department Chairman if
they are interested in taking advanced courses
in the Department. Normally, Physics 3H , 4H
is required prior to enrollment in Physics 14 or
15.
The Department offers a selection o f courses
(Physics 6 , 7, 8 , 9 , 10, 21, 2 2 , 2 4 ) that are
suitable for nonscience majors seeking to fulfill
the science distribution requirement.
Throughout the work o f the Department,
emphasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisition
o f facts and skills. In all courses and seminars
particular importance is attached to laboratory
work, because physics is primarily an experi
mental science. External Examination candi
dates taking physics seminars accompanied by
experimental work must submit their labora
tory notebooks to the visiting examiners for
their inspection.
In addition to curricular work, students are
encouraged to pursue independent projects
within faculty research programs. Good shop
facilities, a wide range o f electronic instru
mentation, and extensive computing facilities
are available in support of independent work.
The department sponsors a regular colloquium
series with speakers chosen so that the talks are
appropriate for undergraduates. In addition,
students regularly give talks about research
projects. The talks are sponsored by the local
chapter o f the Society o f Physics Students of
the American Institute of Physics.
REQUIREMENTS AND RECOMMENDATIONS
Students who intend to major in physics
normally take Physics 3 , 4 , 5 and Chemistry 10
in the freshman year and Physics 14, 15 in the
sophomore year. For freshmen prepared to
enter Mathematics 6 the normal mathematics
sequence for physics majors is Mathematics 6 ,
16, 16A or 16H, 18 or 18H, and 3 0, during the
2 Absent on leave, spring semester, 1986.
3 Absent on leave, 1985-86.
182
first four semesters, followed by Mathematics
8 1, 8 2 . Students entering the mathematics se
quence with Mathematics 5 may wish to defer
Mathematics 3 0 until after their sophomore
year. Students taking Physics 1, 2 may also
continue with Physics 14, 15 and advanced
work in the Department, although in most
cases it will be necessary to include a half-credit
tutorial in the sophomore year to expand the
student’s background in certain topics treated
intensively in Physics 3 ,4 . Satisfactory work in
an introductory course is prerequisite for all
further work in the Department. In view of the
extensive literature o f physics in French,
German, and Russian, it is recommended that
the student acquire a reading knowledge o f at
least one of these languages.
Students wishing to major or minor in physics
have several options available. The department
offers both External Examination and Course
programs, although all upper-level offerings
use the seminar instruction format. A student
majoring in physics in either case and planning
to enter graduate school in physics would
normally take Physics 101A /B , 102A /B ,
103 A /B , 1 0 4 A /B , and Mathematics 8 1 , 8 2 or
equivalent. Physics 104 is not required for a
major in physics.
Students in the External Examination program
usually present four papers in physics and two
papers selected from a minor subject area. Each
physics paper is currently based on two single
unit seminars. An External Examination major
with three papers in physics and greater
diversity in the minor subjects is not only an
adequate program for a physics major going on
to graduate school, but also constitutes an
effective educational program for careers in
law, medicine, and other professions in as
much as the aim throughout is to achieve an
understanding of fundamental ideas and con
cepts, as distinct from the mastery of a limited
segment of science.
Course majors and double majors normally
take ten course units o f physics. Students in the
course program and double majors take de
partmental comprehensive examinations during
the last semester of their senior year.
Students not intending to do further work in
physics but still wishing to pursue a program in
physics that introduces the major areas of
physics and the methods and techniques used
to solve problems in physics should consider
an eight-course physics major program. W e
feel such a program is useful for careers in many
diverse fields and encourage consideration of
this program by students planning to enter
graduate or professional programs in other
fields. The requirement of only eight courses
should allow a full program in a second field of
interest.
In collaboration with the Department of
Astronomy, the Department offers a Special
Major in Astrophysics, requiring a minimum
o f eight courses in Physics and four courses in
Astronomy.
1 ,2 . In tro d u c to ry P h y s ic s .
An introduction to selected concepts and
applications o f classical and modern physics.
Vectors, Newtonian mechanics, special rela
tivity, mechanical advantage, fluid mechanics,
thermodynamics, electricity and magnetism,
optics and optical instruments, waves, sound,
and nuclear physics. Physics 5 must be taken
concurrently with Physics 1. Laboratory and
homework exercises include extensive use of
interactive computing and computer graphics.
Three lectures, a conference section, and a
laboratory period weekly.
Prerequisite: Mathematics 4 completed or
Mathematics 5 concurrently or comparable
preparation in mathematics.
Tung and staff.
3. G e n e ra l P h y s ic s : M e c h a n ic s and
S p e c ia l R e la tiv ity .
A presentation of a unified view o f physics
through analysis o f basic principles, their
implications and their limitations. Special
emphasis will be placed on analytical under
standing of physical phenomena through the
use of calculus and simple differential equa
tions. Topics include vectors, kinematics in
one, two, and three dimensions, Newton’s laws
and dynamics, conservation laws, work and
energy, oscillatory motion, systems o f particles,
rigid body rotation about a fixed axis, motion
in a gravitational field, and special relativity.
Physics 5 must be taken concurrently with
Physics 3 . Laboratory and homework exercises
include extensive use o f interactive computing
and computer graphics. Three lectures, a
conference section, and a laboratory period
weekly.
Prerequisite: Mathematics 5 , 6 taken concur
rently, or comparable preparation in mathe
matics.
Fall semester. Bilaniuk.
4. G e n e ra l P h y s ic s : W a v e s , O p tic s , and
E le c tric ity and M a g n e tis m .
A continuation o f Physics 3. Topics covered
include wave phenomena, geometrical optics,
183
Physics
physical optics, electricity and magnetism,
Maxwell’s equations, direct and alternatingcurrent circuits.
Spring semester. Staff.
3 H , 4 H . F re s h m a n S e m in a r.
A half-credit course for students with Ad
vanced Placement physics and mathematics
preparation, or equivalent. Physics 5 must be
taken concurrently with Physics 3H . A seminar
meeting and a laboratory weekly. A t the level of
the Berkeley Physics Series.
Prerequisite: Permission of the department
chairman.
Tung and staff.
8. T h e P h y s ic s of L iv in g M a c h in e s .
The camera and the eye, and semiconductor
devices and bioelectricity, sound detection and
orientation, signal to noise discrimination, as
illustrations o f the importance o f physical
theory and instruments in understanding cer
tain aspects o f the living machine. Includes
weekly laboratory. Intended for nonscience
majors; not appropriate for pre-medical stu
dents.
Not offered in 1985-86. Rosenberg.
9. O rd e r and S y m m e tr y in N a tu ra l
S y s te m s .
Analysis o f the forms seen in nature and the
principles involved in producing those forms.
5. C o m p u tin g fro m th e U s e r ’s End.
Symmetries of designs and other geometrical
(Also listed as Mathematics 6 A and Economics
objects. Interacting wave-like phenomena.
5 . ) A practical introduction to computer use
Computer graphic displays will be used in
including P R IM E 7 5 0 system procedures and
producing various patterns. Includes weekly
commands, text editing and manuscript prepa
laboratory-workshop. Intended for nonscience
ration, the BASIC programming language,
majors.
TELLA G R A F graphics system and statistical
Not offered in 1985-86. Rosenberg.
packages including MINITAB. Assumes no
10. A n a ly s is of th e P e rtu rb e d
prior background in computing or physics.
E n v iro n m e n t.
One intensive lecture plus a workshop session
Problems associated with numbers and flow in
per week; one-half course credit. Required of
the movement o f people. Energy resources and
students enrolled in Physics 1 and 3, for whom
distribution. Selected problems of pollution,
the workshop is included in the regular
including radioactive contamination. The com
laboratory session. Separate workshops stress
puter will be used to simulate different ecologi
ing appropriate applications and examples will
cal situations. The value and implication of
be provided for non-physics students.
these models will be sought. W here needed,
Fall semester. Boccio.
basic physical concepts, computer techniques,
6. P r in c ip le s of the E a rth S c ie n c e s .
and analytical methods will be taught. Lectures
An analysis o f the forces shaping our physical
plus projects. Intended for nonscience majors.
environment, drawing on the fields o f geology,
Not offered 1985-86. Rosenberg.
geophysics, meteorology, and oceanography.
14. In tro d u c tio n to Q ua n tu m P h y s ic s .
Special emphasis on plate tectonics and geo
An introduction to modern physics, including
morphology. Reading and discussion based on
relativity, wave mechanics, Schrodinger equa
current literature. The underlying physical and
tion applied to one dimensional systems, the
chemical principles are stressed. Laboratory
world as a vector space, and properties of
demonstrations and one or more field trips. No
atoms, molecules, solids, nuclei, and elemen
special scientific background required.
tary particles. The empirical basis o f modern
Not offered in 1985-86. Mangelsdorf.
physics is emphasized. Three lectures, con
7. R e v o lu tio n s in P h y s ic s .
ference section, and laboratory weekly.
The problem o f celestial motion and the
Prerequisites: Physics 3 , 4 ; Mathematics 16,
Copernican revolution. The problem o f ter
16A, or 18 taken concurrently.
restrial motion and Galileo. The Newtonian
Fall semester. Mangelsdorf.
synthesis. Einstein’s theory of relativity. Con
15. S ta tis tic a l and T h e rm a l P h y s ic s .
sideration of the nature of scientific revolu
Basic methods and concepts appropriate for
tions. Some use o f computer graphics will be
the treatment of systems consisting o f very
taught. Includes weekly laboratory. Intended
many particles. Statistical mechanics and
for nonscience majors.
thermodynamics are presented from a unified
Not offered 1985-86. Rosenberg.
184
point of view. The ideas of the atomistic nature
o f matter, concepts form quantum mechanics,
and statistical postulates are combined to bring
out conclusions about the macroscopic beha
vior o f matter. Three lectures, conference
section, and laboratory weekly.
Prerequisite: Physics 14.
Spring semester. Staff.
21. P r in c ip le s of A e ro n a u tic s .
Principles o f flight, elements of aircraft struc
ture and performance, flight instruments, navi
gation aids and methods, flight meteorology,
airspace utilization. Lectures, afternoon ground
lab, field trips. No prerequisites, but enroll
ment limited. (The Department of Physics is
officially certified by the F.A .A . as a Pilot
Ground School.)
Not offered 1985-86. Bilaniuk.
22 . E n e rg y f o r M a n k in d .
The role of energy in the modern world.
Renewable and nonrenewable energy resources,
their present and potential use and abuse. The
physical concept o f work and energy. Fossil,
hydroelectric, geothermal, tidal, wind, ocean,
bio-mass, direct-solar, satellite-solar, nuclear
fusion, and other energy sources; their respec
tive advantages and disadvantages. Lectures
and afternoon session (lab or field trip).
Acceptable for science distribution require
ment. No prerequisites, but enrollment limited
because of field trips.
Not offered 1985-86. Bilaniuk.
2 3. R e la tiv ity .
A non-mathematical introduction to the idea
and concepts in the special and general theories
o f relativity. Emphasis on spacetime diagrams
and geometrical concepts.
Fall semester. Boccio.
2 4. Is s u e s in A r m s C o n tro l and
D is a rm a m e n t.
An examination o f attempts to control nuclear
and conventional weapons since W orld W ar II.
Particular emphasis will be placed upon the
SALT process and its alternatives, the internal
and external constraints involved in negotia
tions, and the scientific and political factors
involved in creating and controlling weapons
systems. This course will not satisfy the
distribution requirements.
Prerequisite: Permission of the instructors.
Not offered 1985-86. Holt and Frost.
31. B io p h y s ic s .
Ionizing radiation and biological damage. Bioelectrical potentials. Mechanisms of vision and
hearing. Thermodynamics and life processes.
Pattern formation. Force and shape. Automata.
Optical data analysis. Applications o f physical
instrumentation. The course is intended for
biological and physical science, mathematics,
and engineering students.
Not offered 1985-86. Rosenberg.
4 0 . G ra p h ic s , M o d e lin g , and S im u la tio n .
(A lso listed as Economics 6 ). FO R TR A N 77,
Techniques of graphics.Techniques for model
ing and simulating complex biological, envi
ronmental, economic, societal and physical
systems. Use will be made of the D ISSPLA /
G KS/D YN AM ICS graphics subroutine pack
age TELLA G R A F graphics systems and the
DYNAMO modeling/simulation package. In
tegration o f computer graphics into models and
simulations. Color graphics. Introduction to
Waiting-Line simulations and Monte Carlo
methods.
Prerequisite: Permission of instructor.
Fall semester. Boccio and Hollister.
51. S c ie n c e , D e c is io n -m a k in g , and
U n c e rta in ty .
A study o f decision-making as it relates to
scientific and public policy matters. The course
covers philosophical, psychological, and math
ematical aspects of decision-making in the face
o f uncertain evidence. Topics covered include
the nature o f scientific evidence and experi
mentation; probabilistic evidence and the law;
uncertainty and medicine; inferential vs.
Bayesian statistics; human decision-making,
rational and irrational; techniques and correc
tives o f decision-making. The theories will be
related to such public issues as nuclear power,
hazardous waste disposal, vaccination pro
grams, and strategic nuclear planning.
Prerequisites: Permission o f instructors.
Cross-listed in physics, mathematics, and psy
chology.
Iversen, Kellman, and Holt.
63. P r o c e d u re s in E x p e rim e n ta l
P h y s ic s .
Laboratory work directed toward the acquisi
tion o f knowledge and skills which will be
useful in future research. Techniques, materials,
and the design of experimental apparatus. Shop
practice. Printed circuit design and construc-
185
Physics
tion. Half-credit course.
Fall semester. Staff.
9 3. D ire c te d R eading o r P ro je c t.
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
written reports to the instructor.
94. E x p e rim e n ta l o r T h e o re tic a l
R e s e a rc h .
Initiative for a research project may come from
the student, or the work may involve collabora
tion with on-going faculty research. The stu
dent will present a written and an oral report to
the Department.
SEMINARS
The seminars 1 0 2 A /B , 1 0 3 A /B have an asso
ciated laboratory program. The laboratory
meets one afternoon per week. Laboratory
programs include substantial set-piece experi
ments and projects.
101 A . In te rm e d ia te M e c h a n ic s .
A general study o f classical mechanics. Topics
include: motion o f a particle in one, two, and
three dimensions. Kepler’s laws and planetary
motion. Phase space. Oscillatory motion;
damping; nonlinear effects. Lagrange equations
and variational principles. Systems o f particles;
collisions and cross sections. Motion of a rigid
body in two and three dimensions; Euler’s
equations. Rotating frames o f reference. Small
oscillations and normal modes. Wave phe
nomena in one and two dimensions.
Prerequisites: Physics 3, 4 ; Math 30.
Fall semester. Boecio.
101R. In te rm e d ia te E le c tric ity
and M a g n e tis m .
A general study o f electricity and magnetism
using vector calculus. Topics include: Electric
and magnetic fields. Dielectric and magnetic
materials. Electromagnetic induction. Devel
opment o f Maxwell’s field equations in differ
ential form. Displacement current, Poynting
theorem and electromagnetic waves. Simple
boundary value problems.
Fall semester. Heald.
102A. Q u a n tu m P h y s ic s : T h e o ry .
A more formal continuation of Physics 14.
Topics include: Review o f classical concepts.
Postulates of quantum mechanics. Operators,
eigenfunctions, and eigenvalues. Function
spaces and hermitian operators; BRA-KET
notation. Superposition and observables. Time
development, conservation theorems, and par
186
ity. One dimensional systems. Two dimensional
systems. Angular momentum. Ti ree dimen
sional systems. Matrix mechanic^ and spin.
Coupled angular momenta. Time-independent
perturbation theory. Time-dependent pertur
bation theory. Transition rates. Scattering.
Prerequisites: Phys. 15 and 101À /B ; Math 81,
8 2 (concurrent).
Spring semester. Staff.
102R. Q uan tu m P h y s ic s : A p p lic a tio n s .
Directly integrated with Physics 102A . Topics
include: Review of history. Relativistic dynam
ics. Atom ic physics; spectroscopy. Solid-state
physics. Nuclear physics. Fission and fusion.
Spring semester. Staff.
103A. E le c tro d y n a m ic s .
Applications o f Maxwell’s equations Boundary
value problems in curvilinear coordinates;
special functions. Waveguides, antennas, radi
ation. Classical election theory. Four-vector
formulation o f relativistic electrodynamics.
Microscopic theory o f the electrical and mag
netic properties o f materials. Plasma physics.
Superconductivity.
Prerequisites: Physics 101A /B ; Mathematics
8 1, 8 2 .
Fall semester. Holt.
103R. W a v e s and P h y s ic a l O p tics .
Geometrical optics. Acoustic waves. Disper
sive media. Waves in three dimensions. Electro
magnetic wavees. Superposition. Reflection
and refraction. Interference. Fraunhofer and
Fresnel diffraction. Polarization. Spectrometers
and interferometers. Fourier analysis. Sources
and detectors. Crystal optics. Matrix optics.
Lasers. Coherence. Holography. Nonlinear
optics. Quantum aspects o f light.
Fall semester. Staff.
10 4 A /B . S e n io r S e m in a rs .
An intensive investigation of one or more
advanced topics such as:
Astrophysics
Atom ic physics; spectroscopy
Fluid dynamics
General relativity
Nuclear physics
Particle physics
Philosophy of physics
Plasma physics
Quantum optics; lasers
Solid state physics
Statistical physics
Topics in mathematical physics
Topics in physics and public policy
A few seminars comprised of a single subject or
a combination o f subjects selected from the list
above will be offered each year. Actual choices
will vary from year to year depending on
available faculty and student interests.
Spring semester. Boccio.
187
Political Science
C H A R LE S E. GILBERT, Professor
RAYM O N D F. H O P K IN S , Professor
J A M E S R. K IIR T H , Professor
DAVID G. S M IT H , Professor and Chairman
C H A R LE S R. B E ITZ , Associate Professor
D O U G LA S C. B E N N E TT , Visiting Associate Professor
R ICHARD L. RU BIN , Associate Professor of Political Science and Public Policy (part-time)
K E N N E TH E. S H A R P E , Associate Professor3
VALERIE C. R U B S A M E N , Instructor
Courses and seminars offered by the Political
Science Department deal with the place of
politics in society and contribute to an under
standing o f the purposes, organization, and
operation o f political institutions, domestic
and international. For the beginning student,
the Department offers courses dealing general
ly with the basic concepts of political science
and the processes o f politics as illustrated by
case studies, by theoretical analysis, and by
more extended study o f politics in various
institutional settings. In appropriate places
throughout the curriculum attention is focused
on problems of change (evolutionary and
revolutionary), freedom and authority, war and
peace— and on the development o f political
institutions that are responsive to the needs of
our day. Courses are provided that give special
attention to political theory, comparative polit
ical systems, international politics, and politics
in the United States.
REQUIREMENTS AND RECOMMENDATIONS
Students planning to study political science are
advised to start with either Elements o f Politics
(Political Science 1) or Policy-Making in
America (Political Science 2 ). They should
then continue with one or more other intro
ductory courses offered in the second semester:
Policy-Making in America (Political Science
2 ), Comparative Politics (Political Science 3),
and International Politics (Political Science 4).
Normally any two o f these courses, preferably
including Political Science 1 or Political Science
2 , constitute the prerequisite for further work
in the Department and are particularly recom
mended for majors. Students who intend to
major in political science should begin their
work in the freshman year if possible. Support
ing courses strongly recommended for all
majors are Statistics for Observational Data
(Mathematics 1); and Introduction to Eco
nomics (Economics 1-2). Political Theory,
either in seminar for Honors candidates, or in
Course (Political Science 5 4 or 5 5 ) for Course
students, is required of all majors.
3 Absent on leave, 1985-86.
188
Concentration in International Relations: This
concentration, designed for students especially
interested in a career in international relations
o r planning a career involving overseas work, is
described on page 140. Students may elect this
concentration while majoring in several alterna
tive departments including history, economics,
and modern language. For political science
majors concentrating in international relations
the comprehensive requirements for course
majors are adjusted to allow students to
demonstrate graduation level competencies
appropriate to work done in the concentration.
Similar options may be approved by the
department for students in the external exam
ination program. Details for each program are
worked out with the Coordinator o f the
concentration.
Concentration in Public Policy: This concentra
tion, designed for students expecting to prepare
for work in government or to pursue further
study in the field of public policy is described
on page 2 0 2 . The normal political science
comprehensive requirements apply, but these
allow students flexibility in preparing to gradu
ate, in either the course or external examination
programs, so that they may have work reviewed
a n d /o r competency tested in their policy
concentration.
Comprehensive Requirement: Majors not sitting
for the external examination should review
their programs periodically with the depart
ment, normally with the chairman. All work
programs in the department should be pre
pared with a view to meeting the distributional
requirements of the comprehensive examina
tions. The department recommends for gradu
ation students be able to write papers that
demonstrate three competencies: use o f em
pirical evidence, analysis o f political theory,
and evaluation o f policy. Students must also
show knowledge of material in at least three of
the four major subfields o f the discipline:
political theory, American politics, compara
tive politics, and international politics. Usually
papers originally prepared in a course best
serve as the basis for meeting the comprehen
sive requirement. More detailed information
on this exercise and its implication for course
selection is offered during the junior year.
Information on comprehensive requirements is
available in the political science department
office. Comprehensive qualifying papers must
be submitted well before the end o f the senior
year.
1. E le m e n ts of P o litic s .
Designed to probe some major questions of
politics, this course asks: W h o governs in the
interests o f whom? How? W hat are the sources
o f political stability and change? How is
political power created, maintained, or chal
lenged? Answering these questions will involve
a study of the basic institutions, concepts, and
moving forces of politics and exploring prob
lems such as justice, freedom, equality, and
obligation. Materials will be drawn from the
United States and other countries.
Fall semester. Staff.
2. P o lic y -M a k in g in A m e ric a .
Consideration of basic elements of American
national politics, and o f ways of defining and
explaining the functions and results of Ameri
can politics. Major attention will be devoted to
electoral organizations, voting behavior and
opinion formation, legislation and presidential
leadership, administration and policy choices.
Each semester. Staff.
3. C o m p a ra tiv e P o litic s .
An introduction to theories of comparative
politics and to the data used in comparing
political systems. Major attention will be given
to the political systems o f Western Europe,
particularly Britain, France, W est Germany,
Italy, and Spain. The course will focus on
political culture; political crises; political par
ties, including Communist, anarchist, and fas
cist movements; and contemporary political
institutions and policy-making.
Spring semester. Staff.
4. In te rn a tio n a l P o litic s .
An introduction to the analysis of the contem
porary international system and its evolution in
the twentieth century. The course will examine
various approaches to explaining wars, inter
ventions, and international economic conflicts.
Spring semester. Staff.
11. P ro b le m s in C o m m u n ity
G o v e rn m e n t.
The social, economic, and legal setting of
American local government. Politics and ad
ministration at state and local levels, with
emphasis on city and suburbs. Problems of
federalism and metropolitan areas. Various
public functions or policies—e.g., planning,
housing, law enforcement— are considered as
they relate to governmental capacities, private
interests, and political values.
Spring semester. Gilbert.
14. A m e ric a n F o re ig n P o licy.
An examination of the making of American
foreign policy and of the major problems faced
by the United States in the modern 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.
Fall semester. Not offered 1985-86
18. P o litic a l D e ve lo p m e n t.
An examination of the political conditions of
social change and economic development. The
processes which promote change and affect the
stability and capacity of political systems will
be considered in the context o f a diverse group
o f third world states.
Spring semester. Hopkins.
189
Political Science
19. C o m p a ra tiv e C o m m u n is t P o litic s .
A comparative study of the various communist
countries, with special attention to the Soviet
Union and the Chinese People’s Republic.
Analysis o f differences in goal structures,
modes o f rule, and social development as a
function of the interaction between legacies of
the paths to power, domestic political conflict,
and economic imperatives.
Spring semester. Not offered 1985-86.
2 0. P o litic s of C h in a.
An analysis o f critical elements in Chinese
politics: the historical legacy, ideology, policy
making, policy implementation, economic pro
grams, and foreign policy.
Fall semester. Not offered 1985-86.
21. P o litic s of A fr ic a .
A survey of political forces in contemporary
Africa. Selected countries will be studied to
illuminate important aspects o f political change
including traditional attitudes, leadership, eth
nic rivalry, socialism, neocolonialism, military
intervention, national integration, and interna
tional involvements.
Fall semester. Hopkins.
2 2. La tin A m e ric a n P o litic s .
This introduction to Latin American politics
will explore such topics as the colonial legacy of
Latin America; the difficulties of creating
viable political institutions; contem porary
sources o f instability, revolution, and military
intervention; the different meaning o f politics
for various groups (Indians, peasants, workers,
middle-class groups, industrialists, landowners,
etc.); and the economic and political difficul
ties raised by U.S.-Latin American relations.
These topics will be approached through a
comparative study o f such countries as Brazil,
Chile, Cuba, Mexico, and Argentina.
Spring semester. Bennett.
4 0. T h e V ie tn a m W a r.
The aim o f this course is to explore the reasons
for U .S. military involvement in Vietnam in
the 1950s and 1960s and for the military
withdrawal in the 1970s. Topics include Viet
nam’s colonial background; the defeat o f the
French and the partition of Vietnam in 1954;
the U .S. military commitment; foreign policy
in the Kennedy-Johnson years; the anti-war
movement; the Nixon policy of "Vietnamization” ; and the effects o f the war on Cambodia
190
and Laos.
Fall semester. Mr. Beitz.
41. D efense P o lic y .
Analysis of the history and structure of Ameri
can defense policy since W orld W ar II, with
particular emphasis on the choice o f weapons
systems and military strategies. Political, eco
nomic, bureaucratic, and other explanations of
past and present policies will be explored.
Fall semester. Kurth.
42. H ealth P o licy.
(A lso listed as Economics 4 2 .) Analysis of
governmental policy toward health care and
public health, its impact upon institutions and
resource allocation, and major alternatives for
action. Central topics are the organization of
health care delivery (roles and views of physi
cians, nurses, administrators, patients and
insurers); the interplay o f 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, paraprofessionals); biomedical research programs.
Students wishing to take this course should
consult in advance with the instructors. Prior
work in at least two of the following will be
helpful: Economics 1 - 2 ,4 ,2 6 ; Political Science
2, 51; Mathematics 1; Engineering 4, 3 2 .
Spring semester. Hollister and Smith.
43. Food P o lic y : N a tio n a l and
In te rn a tio n a l Is s u e s .
The causes and possible solutions to major
food problems: hunger, rural poverty, and
food insecurity. The role o f government policy
in production, distribution, and consumption
of food. Principal focus will be upon the Ameri
can agricultural experience, food systems in
less developed countries, international trade
and aid as solutions, and international measures
to improve food security. A field trip, an early
final exam, and a substantial paper are features
of the course. Students with little work in
political science may be admitted with the
consent o f the instructor.
Fall semester. Hopkins.
44. R ace, E th n ic ity and P u b lic P o lic y .
An analysis of important policy questions with
direct and indirect bearing on racial and ethnic
groups. The focus of the course is on: 1) the
political institutions that shape the formulation
o f policy (elections and parties, courts, admin
istrative agencies); 2 ) specific policy areas of
contemporary conflict (housing, education,
employment); 3 ) the various mechanisms (af
firmative action, quotas, targeted job aid) used
as remedies. The format will be discussion.
Suggested prerequisite either Political Science
1 or 2 .
Fall semester. Rubin.
5 3 B . T h e M a s s M e d ia and A m e ric a n
P o litic s .
An historical and contemporary consideration
o f the effects o f mass media on American
political institutions and political behavior.
Special emphasis on the transformation from
print to electronic media and its impact upon
political parties and governmental institutions.
Fall semester. Not offered 1985-86. Rubin.
50 . P u b lic L a w and P u b lic
A d m in is tra tio n .
Theory and practice o f administrative law in
the United States. Role of the courts in
governmental administration. Issues of organi
zation and procedure. The interaction o f public
law and public policy, with particular attention
to certain sectors o f public policy.
Fall semester. Gilbert and Smith.
5 3 C . P re s id e n tia l P o litic s .
The central focus of the course is on electoral
connections between public opinion, political
organizations and institutions, and the exercise
of presidential power.
Fall semester. Rubin.
51. T o p ic s in P u b lic A d m in is tra tio n
and P o lic y .
Problems of policymaking and administration,
primarily in American national government,
from the standpoints of public-policy analysis
and democratic theory. Central topics include:
accountability, responsibility, and productiv
ity; organization theory and governmental
reorganization; budgeting, planning, and "ra
tional” decision; public relations and clientelism; regulation and public enterprise; adminis
trative law; intergovernmental relations; Con
gress, Presidency, and administration.
Spring semester. Gilbert.
5 2. A m e ric a n C o n stitu tio n a l Law .
The role o f the Supreme Court in the American
political system, viewed both historically and
through analysis of leading cases. Areas of
constitutional law and development empha
sized are: the nature and exercise of judicial
review; federalism and the scope of national
power; due process, equal protection, the First
Amendment, and other civil liberties.
Open to sophomores and upperclassmen.
Fall semester. Smith.
5 3. A m e ric a n P a rty P o litic s .
An historical and functional analysis of Ameri
can political parties. The study of interest
groups, public opinion and voting behavior,
electoral systems and representation, the legis
lative process.
Fall semester. Not offered 1985-86. Rubin or
Gilbert.
54. P o litic a l T h e o r y : P la to to
M a c h ia v e lli.
The development o f political thought in the
ancient and medieval periods, and the emer
gence o f a distinctively modern political out
look. Topics considered include: the origins,
functions, and purposes o f 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.
Fall semester. Bennett.
55. M o d e rn P o litic a l T h e o ry .
A study and critique of liberalism through
close reading and analysis o f the writings of
such theorists as Hobbes, Locke, Rousseau,
Bentham, J.S. Mill, Marx, and Rawls. The
course will consider problems regarding liberty,
political obligation, the common good, human
nature, and distributive justice. Not open to
students who plan to take the Political Theory
seminar.
Spring semester. Beitz.
56. C o n te m p o ra ry P o litic a l T h e o ry .
An examination o f political theory from Marx
and J.S. Mill to present. Among other topics a
special concern will be the ability of contempo
rary liberal political and economic thought to
respond to its critics’ attacks on its psychologi
cal and epistemological foundations, and on its
adequacy as a guide to political understanding
and action. An effort will be made to under
stand the various and often conflicting currents
within liberal theory, as well as to identify
certain common problems. Marxist, existen
tialist, anarchist, and structuralist critics may
191
Political Science
be considered.
Prerequisite: Political Science 5 5 or permission
o f the instructor.
Spring semester. Not offered 1985-86. Sharpe or
Beitz.
57. J u ris p r u d e n c e .
A n exploration o f the concept o f law as it has
been understood by lawyers, judges, philoso
phers, and social scientists. Issues to be
considered include the nature and validity of
law, the relation o f law to morality, and the
place o f political theory in the judicial decision.
Some current moral issues in law may be
discussed. Readings will be chosen from clas
sical and contemporary works in the philosophy
and social science o f law as well as from
representative cases.
Spring semester. Beitz or Smith.
5 8 . In te rn a tio n a l P o litic a l T h e o r y .
An examination o f several important moral
problems in international affairs. Topics to be
discussed include the morality o f war, war
crimes and the rules o f warfare, and the ethics
o f nuclear deterrence; intervention, self-deter
mination, and the moral status o f the nation
state; and international distributive justice.
Readings will be selected from classical and
contemporary sources.
Spring semester. Beitz.
5 9. C a th o lic S o c ia l T h o u g h t.
(A lso listed as Philosophy 5 9 and Religion 5 9 .)
The course will study the Catholic tradition of
social thought, recent theoretical development
in that tradition, and its rapidly growing
influence on social and political movements,
especially in Latin America. The principal
readings will be drawn from 1) Papal social
encyclicals; 2 ) documents o f the Second Vati
can Council and Latin American bishops on
nuclear war and the economy; 3 ) writings of
liberation theology. From time to time, selected
applications o f this theory, e.g., the growth of
"base communities" in Brazil will also be
studied.
Spring semester. Kurth and Lacey.
6 0 . S p e c ia l T o p ic s in P o litic a l
S c ie n c e .
Open to senior Course majors in Political
Science. Devoted to the preparation o f three
qualifying papers in the senior year.
Spring semester. Members o f the Department.
192
6 2 . C o llo q u im and R e s e a rc h P r o je c t on
P re s id e n tia l E le ctio n s.
The principal requirement o f this course is the
successful completion o f an independent re
search project that examines a single presi
dential election campaign between 1952 and
1984. There will be background readings and
discussion o f the presidential election system,
the dynamics of shifting groups in coalitions,
and the role o f the mass media. Each student
will be doing an independent research paper.
Topics for papers include analyzing candidate
images, political themes, public opinion, and
campaign strategies during a particular election
year, putting the specific campaign in the
broader context of election cycles, institutional
changes, and shifts in public policy. Enrollment
will be limited; interested students should see
Professor Rubin for permission.
Prerequisite: Political Science 2 an d /o r an
advanced course in American politics.
Fall semester. Not offered 1985-86. Rubin.
6 4 . P o litic a l S o c ia liz a tio n and S c h o o ls .
(A lso listed as Education 6 4 . See course
description under Program in Education.)
Fall semester. Travers.
6 5 . P o litic a l P s y c h o lo g y.
A psychological examination o f individuals*
participation in and impact upon politics and
the effect of various political systems on
individuals. Personality differences and psycho
logical processes are examined both for politi
cal leaders and for the general public. Topics
thus include psychobiographies o f presidents
and other leaders; psychological distortion in
political decision; personality types among the
public psychological factors in public opinion
and revolution. Projects may involve class or
individual research. (Crosslisted as Psychology
65. )
Fall semester. Not offered 1985-86. Peabody.
66. E n e rg y P o licy.
(A lso listed as Engineering 66 .) Presentation
and exploration o f political, economic, and
technological issues affecting development of
energy policy, and investigation o f the influence
o f energy policy on policymaking in other
areas. Possible topics include: development of
the U .S. Energy bureaucracy; international
political/economic decisionmaking and OPEC;
development and impact o f energy price
decontrol; economic and political aspects of
U S . energy technology exports; economic and
environmental perspectives of energy resource
development (renewable and otherwise). Sug
gested preparation includes Economics 1-2 and
Political Science 2 or 51. Enrollment by
permission of instructors.
Fail semester. Not offered 1985-86.
67. S o c ia l In s u ra n c e and W e lfa re
P o licy.
(Also listed as Economics 6 7 .) The principal
American policies and programs dealing pri
marily with relief o f poverty and economic
insecurity, and the prospects and options for
reform in this field. Topics include: Social
Security, national health insurance, unemploy
ment compensation, and welfare reform. The
various public objectives and methods of
income support and related social services, as
well as certain contextual or alternative pro
grams and regulatory policies. Conceptions of
"welfare” ; economic, social, political, and
administrative or professional considerations
in policy; historical and comparative perspec
tives. Intended as a single- o r double-credit
seminar for students in the Public Policy
Concentration and open for single credit to
others who have taken appropriate Public
Policy prerequisites, on which consult the
Catalogue and, as to exceptions, one of the
instructors.^
Spring semester. Not offered 1985-86. Gilbert and
Hollister.
6 8. E n v iro n m e n ta l P o licy.
(Cross-listed as Engineering 68 .) Issues in
environmental policy formulation and imple
mentation are explored. Both o f these aspects
require understanding of environmental pro
cesses including natural and technological
processes. Trade-offs between environmental
and economic objectives are examined using
quantitative policy models. Enrollment is by
consent o f the instructor. Operations Research
a n d /o r Statistics are recommended as prereq
uisites.
Spring semester. Not offered 1985-86. McGarity.
69. P o litic a l E c o n o m y of
M a c ro e c o n o m ic P o lic y .
(A lso listed as Economics 9 1 ). The course
treats together the economic and political
aspects of public policy on employment,
output, and the price level. The course focuses
on both theory and selected modern episodes
in American experience and policy. Intended as
a single- or double-credit seminar for students
in the Public Policy Concentration and open
for single credit to others who have taken appro
priate Public Policy prerequisites, on which
consult the Catalogue and, as to exceptions,
one of the instructors.
Prerequisite: Political Science 1 or 2 and
Economics 1 and 2.
Spring semester. Gilbert and Pack.
9 3 . D ire c te d R e a d in g s In P o litic a l
S c ie n c e .
Available on an individual or group basis,
subject to the approval o f the chairman and the
instructor.
9 6 . T h e s is .
W ith the permission o f the chairman and a
supervising instructor, any major in Course
may substitute a thesis for one course, normally
during either semester o f die senior year.
SEMINARS
The following seminars prepare for examina
tion for a degree with Honors:
101. P o litic a l T h e o ry .
An analytical and critical examination o f the
philosophical foundations of liberalism and
socialism, drawing on the writings o f theorists
from Hobbes to M arx and including works of
some contemporary political philosophers.
The subjects considered include such problems
as the nature o f legitimate authority, the basis of
political obligation, liberty, and democracy.
Particular attention will be given to the ques
tion o f distributive justice and the relevance of
M arx’s political and philosophical writings to
liberal theory.
Each semester. Beitz.
102. P o litic s and L e g isla tio n .
The study of political parties, interest groups,
public opinion and voting behavior, electoral
systems and representation, the legislative
process. Emphasis is on American politics,
with some comparative material; and, ultimate
193
Political Science
ly, on politics from the standpoint of theories
o f political democracy.
Spring semester. Gilbert.
103. P ro b le m s in G o v e rn m e n t and
A d m in is tra tio n .
Problems of administrative organization, policy
making and responsibility, with primary refer
ence to the United States and to selected fields
o f policy.
Fall semester. Gilbert.
104. In te rn a tio n a l P o litic s .
An inquiry into problems in international
politics. Topics will include (1) competing
theories of international politics, ( 2 ) war and
the uses o f force, and ( 3 ) the management of
various global issues such as food and energy.
Prerequisite: Political Science 4 or the equiva
lent.
Spring semester. Hopkins.
105. A m e ric a n F o re ig n P o licy.
A study o f key problems faced by the United
States in the modern world together with a
critical investigation of the making and imple
menting o f American foreign policy. A variety
o f explanations of American foreign policy will
be discussed and evaluated, and the political,
economic, and social influences upon it will be
considered. Key assumptions o f United States
policy-makers will be subjected to scrutiny, and
alternate assumptions and policies will be
analyzed.
Fall semester. Kurth.
106. P u b lic L a w and J u r is p r u d e n c e .
A study o f the sources and nature o f law;
historical, sociological, philosophic, "realistic,”
and behavioral approaches to jurisprudence;
the nature o f the judicial process and other
problems o f jurisprudence, illustrated by judi
cial decisions and other legal materials relating
to selected areas o f law.
Spring semester. Smith.
107. C o m p a ra tiv e C o m m u n is t P o litic s .
A comparative study o f the various communist
countries, with special attention to the Soviet
Union and the Chinese People’s Republic.
Analysis of differences in goal structures,
modes o f rule, and social development as a
function of the interaction between legacies of
194
the paths to power, domestic political conflict,
and economic imperatives.
Fall semester. Not offered 1985-86.
108. C o m p a ra tiv e P o litic s : Eu ro pe .
A comparative study o f the political systems of
Western Europe. The major countries exam
ined will be Britain, France, Germany, Italy and
Spain. Topics will include (1 ) competing
theories o f comparative politics, ( 2 ) the rela
tionships between econom ic development,
economic crises, and political conflict, ( 3 )
political parties, including communist, anar
chist, and fascist movements, and ( 4 ) con
temporary political institutions and policy
making.
Prerequisite: Political Science 3 or the equiva
lent.
Spring semester. Rubsamen.
109. C o m p a ra tiv e P o litic s : A fr ic a and
th e T h ir d W o rld .
A comparative study o f the politics o f societies
undergoing change and pursuing "develop
ment.” Various theories, approaches, and
methods o f explanation are examined and
considered in the context o f Africa and the
third world.
Fall semester. Hopkins.
110. C o m p a ra tiv e P o litic s : Latin
A m e ric a .
A comparative study of the politics o f several
Latin American countries: Chile, Brazil, Cuba,
Mexico, Peru, Argentina, the Dominican Re
public. The course will focus on important
differences in major institutions, class struc
tures and social values, and an examination of
various theories explaining political stability
and change. Problems will include: difficulties
o f creating stable dem ocratic institutions;
causes and results o f revolutions, coups, and
military interventions; different meanings of
politics for various classes in socialist, corporatist, and (form erly) democratic regimes; and
the utility o f dependency theory in explaining
U.S.-Latin American relations.
Spring semester. Bennett.
180. T h e s is .
All members o f the Department.
Psychology
K E N N E TH J . GERGEN, Professor
DEAN PEABODY, Professor 2
ALLEN M . SCH N EID ER , Professor
BARRY S C H W A R TZ , Professor and Department Head
ALFR ED H. BLO OM , Associate Professor 2 11
DEBORAH G. K E M LER N ELSO N , Associate Professor
JE A N N E M A R E C EK , Associate Professor
PH ILIP J . K E L LM A N , Assistant Professor
LEIG H TO N C. W H ITA K E R , Director o f Swarthmore College Psychological Services
H A N S W A LL A C H , Research Psychologist
The work of the Department of Psychology
deals with the scientific study of human
behavior and experience; processes o f percep
tion, learning, thinking, and motivation are
considered in their relation to the development
o f the individual personality, and to the
relations of the individual to other persons.
The courses and seminars of the Department
are designed to provide a sound basis of under
standing of psychological principles and a grasp
of research method. 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 major is available in conjunction with
Linguistics emphasizing fundamental issues in
human cognitive organization. A full descrip
tion o f this program may be found under
Linguistics.
A special major in Psychobiology is available in
cooperation with the Department of Biology.
See the requirements listed below.
REQUIREMENTS AND RECOMMENDATIONS
Psychology 1 (formerly Psychology 3 ), Intro
duction to Psychology, is normally a pre
requisite for further work in the Department.
A Course major consists o f at least eight
courses, excluding courses cross-listed in psy
chology that are taught by members of other
departments, and normally including four of
the core courses (with course numbers in the
3 0 ’s): Physiological Psychology, Learning and
Behavior Theory, Perception, Cognitive Psy
chology, Psychology o f Language, Social Psy
chology, Personality, Abnormal Psychology,
and Child Development. Those wishing to
substitute more individualized programs should
present their reasons in writing. Majors should
take at least one course providing them with
experience in research. In addition, majors in
Course are encouraged to enroll in Psychology
9 8 during their senior year. In 1985-86 it will be*1
given in the Fall semester. This course is
intended to provide integration of different
fields of psychology and to offer majors one
way to meet the comprehensive requirement.
Students intending to pursue graduate work in
psychology will also find it useful to take one of
the statistics courses offered by the Department
o f Mathematics.
A major in the External Examination Program
consists o f three or four seminars taken in
preparation for external examinations. A minor
usually consists of two seminars. Seminars are
offered in Abnormal Psychology, Child Devel
opment, Cognitive Psychology, Individual in
Society, Language and Thought, Learning and
Behavior Theory, Perception, Personality, Phil
osophy of Psychology, and Physiological Psy
chology. Some seminars meet during one
semester for two credits, while others consist of
2 Absent on leave, spring semester, 1986.
11 Joint appointment with linguistics.
195
Psychology
a one-credit course offering plus a one-credit
seminar in different semesters. (See seminar
listings.) A thesis (either empirical or library
research) may be substituted for one seminar.
Students may, with approval, prepare for an
external examination by combining two courses
or a course and an independent study.
Special Major: Psychobiology. The Departments
o f Psychology and Biology offer a special major
that combines work in the two departments,
for students who are interested in the biological
basis of behavior. The major consists o f a set of
core courses, and three groups o f optional
courses. Majors are required to take all of the
core courses, and at least two courses from each
o f the three groups o f optional courses.
Requirements. Entry: For admission to the
major, students must have completed at least
two courses in each o f the two departments,
and must have completed Mathematics 2,
Chemistry 10 and 2 2 . (Students who have not
completed these courses at the time of applica
tion will be deferred until they have done so.)
Core: Biology 1 and 2; Psychology 1; Psychol
ogy 3 0 or 109. Optional: Group 1: Biological
Foundations - Biology 12, 2 0, 21, 5 2, 5 6 , 57,
7 6 , 7 8 , 178, Chemistry 5 8 ; Group 2: Biobehavioral Foundations - Biology 2 5, 4 5 , 6 9,
160, Psychology 3 1 , 131, 3 2, 132, 4 3 , 4 8, 8 7;
Group 3: Psychological Processes - Psychology
3 3 , 1 3 3 , 3 8 , 1 3 8 , 3 9 , 1 3 9 ,5 0 ,6 1 ,9 1 ,1 0 9 . The
comprehensive requirement is met by passing
an examination or completing a senior paper
(Psychology 9 6 , 9 7 ). External Examination
Program: A program in Psychobiology can be
pursued by designating one department as the
major, the other as the minor, and choosing a
set o f courses and seminars from the above list.
Interested students should consult the heads of
the two departments.
1. In tro d u c tio n to P s y c h o lo g y .
An introduction to the basic process under
lying human and animal behavior, studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which normal
and abnormal behavior are determined by
learning, motivation, neural, cognitive, and
social processes. (Formerly Psychology 3 )
Each semester. Staff.
6. C ritic a l Is s u e s in P s y c h o lo g y .
An exploration o f selected issues in psychol
196
ogy. Emphasis is on how one tries to answer
theoretical questions, especially by analyzing
the relation between psychological theories and
the evidence testing them. This analysis is
applied to previous critical experiments and in
planning new research. The topics covered may
vary from year to year; the department can
supply information on the coverage in a
particular year. Intended to complement Intro
duction to Psychology, this course will empha
size student participation and discussion.
Strongly recommended for those who may take
further courses or seminars in psychology.
Limited enrollment.
Peabody.
21. E d u ca tio n a l P s y c h o lo g y .
(See Education 21.)
Fall semester. Staff.
22. C o u n s e lin g .
(See Education 2 5 .)
23. A d o le s c e n c e .
(See Education 2 3 .)
Spring semester. Smulyan.
24. P s y c h o lo g ic a l A n th ro p o lo g y .
(See Sociology/Anthropology 2 4 .)
Spring semester. Piker.
30. P h y s io lo g ic a l P s y c h o lo g y .
A survey o f the neural and biochemical bases of
behavior with special emphasis on sensory
processing, motivation, emotion, learning, and
memory. Both experimental analyses and clini
cal implications are considered.
Spring semester. Schneider.
31. L e a rn in g and B e h a v io r T h e o ry .
The experimental analysis of the major phe
nomena of learning and conditioning is con
sidered mainly at the animal level, with
particular attention to the theories o f B. F.
Skinner. Specific empirical and theoretical
issues are considered in detail, and the major
theories are evaluated. The course includes a
laboratory, which is designed to acquaint
students with the processes considered.
Fall semester. Schwartz.
32. P e rce p tio n .
An exploration o f the connections among our
experience, the physical world, and our biology.
Theories o f direct perception are contrasted
with those asserting the importance of infer
ence or hypothesis in perceiving. Primary
emphasis is on research in adult visual per
ception, but other senses and some develop
mental issues are also treated. Implications of
the study of perception for the theories of
knowledge and the visual arts are examined.
There is laboratory work, including an original
experiment conducted by the class.
Fall semester. Kellman.
3 3. C o g n itiv e P s y ch o lo g y.
A broad overview o f the psychology of
knowledge. Models of human cognition are
examined in light o f experimental data. Atten
tion, pattern recognition, memory, concepts,
thinking, and problem solving are treated,
among other topics. Laboratory exercises and
demonstrations are included to acquaint stu
dents with the issues and methods in the field.
Fall semester. Kellman.
3 4. T h e P s y c h o lo g y of L a ngu age.
(See Linguistics 3 4 ).
Spring semester. Bloom.
3 5. S o c ia l P s y ch o lo g y.
An examination o f theory and research rele
vant to the understanding of social interaction.
Special emphasis is placed on the social
construction of reality, rules o f relationship,
and social life as drama.
Spring semester. Gergen.
36 . P e rs o n a lity .
An examination o f contrasting theories of the
human personality. Theories o f Freud, Jung,
Fromm, Rogers, and others will be discussed,
and special attention will be given to current
research work.
Fall semester. Gergen.
3 8. A b n o rm a l P s y ch o lo g y.
A survey o f major forms of psychopathology in
adults and children. Biogenetic, socio-cultural,
and psychological bases o f abnormality are
examined, along with their corresponding
modes o f treatment.
Spring semester. Marecek.
3 9. C h ild D e v e lo p m e n t
A selective survey o f cognitive and social
development from infancy to adolescence.
Major theoretical perspectives on the nature of
developmental change are examined, including
those o f Piaget and his critics. Topics include
the growth o f perceptual and cognitive skills,
the acquisition of language, gender typing, and
personality theory in a developmental context.
Fall semester. Kemler Nelson.
41. S c ie n c e , D e c is io n -m a k in g , and
U n c e rta in ty .
A study of decision-making as it relates to
scientific and public policy matters. The course
covers philosophical, psychological, and mathe
matical aspects of decision-making in the face
of uncertain evidence. Topics covered include
the nature of scientific evidence and experi
mentation; probabilistic evidence and the law;
uncertainty and medicine; inferential versus
Bayesian statistics; human decision-making,
rational and irrational; techniques and correc
tives of decision-making. The theories will be
related to such public issues as nuclear power,
hazardous waste disposal, vaccination, and
strategic nuclear planning. Cross-listed with
Physics and Mathematics.
Spring semester. Holt, Iversen, and Kellman.
42. H u m a n In te llig e n c e .
This course adopts a broad view o f its topic,
Human Intelligence. One major set o f subtopics
will be drawn from the intelligence-testing (IQ )
tradition and the controversies emerging from
it— including the heritability of IQ, the relation
between IQ and academic success, between IQ
and creativity, the nature of mental retardation,
and the conception o f intelligence as a general
trait or as a set o f specific abilities. Other and
less traditional concerns will be cognitive
theories of intelligence, everyday conceptions
o f intelligence, the relation between infant and
adult intelligence, and the relation between
human and animal intelligence.
Fall semester. Kemler Nelson.
4 3 . C o m p a ra tiv e C og n itio n .
An exploration o f cross-cultural research on
human cognition. W hat are the universals of
human cognition? W hat are its distinctive
features? W hat are the major factors that are
responsible for cross-cultural variation in
human cognition? W hat are the virtues and
pitfalls o f comparative approaches to the study
o f cognition? The course is open to all students
who have had introductory psychology.
Kemler Nelson.
44. P s y c h o lo g y of W om en.
An examination o f traditional and revisionist
theories and research on gender roles and
gender differences. The socialization of gender
197
Psychology
roles in adults and children will be studied,
with particular emphasis on the penalties that
adults incur for gender-role deviance. Other
topics include men’s and women’s marital and
family roles; and gender roles and mental
health.
Fall semester. Marecek.
4 8. P e rc e p tu a l D e ve lo p m e n t.
Explores the perceptual world o f the infant and
child in order to assess the impact of experience
on our ability to obtain knowledge through
perception. Research on the early perception of
objects, space and motion, as well as event and
social perception, will be considered against the
backdrop o f major theoretical controversies.
Students will have the opportunity to devote
much o f their effort in the course to preparing a
substantial paper on a topic o f their choice.
Some knowledge of development an d /or perception may be helpful, but is not prerequisite.
Kellman.
52 . R e p re s e n ta tio n s of W o m e n ’s
Id e n tity .
(See English 8 2 ). Satisfies distribution require
ment in group 2 not group 3.
Not offered 1985-86.
5 6. M o ra l T h in k in g .
An investigation into the role played by
cognitive dimensions in influencing moral,
linguistic, and political behavior, with emphasis
on adolescence and beyond. An attempt is
made to place the investigation within a
framework provided by current trends in
cognitive psychology, existential philosophy
and linguistics and to draw on the implications
o f these dimensions with respect to the
relationship of the individual to the nation
state and the international system. (Crosslisted as Linguistics 5 6 .)
Not offered 1985-86. Bloom.
6 0. La n gu a ge A c q u is itio n .
An examination o f the process by which
children learn their first language. Stages in the
acquisition o f phonology, syntax, and seman
tics; language acquisition and universal gram
mar; the issue of biological specialization for
language.
Prerequisite: Linguistics 1 preferred, but this
requirement may be met through additional
reading. Crosslisted as Linguistics 6 0.
Not offered 1985-86. Linebarger.
198
61. P s y c h o lin g u is tic A p p ro a c h e s to
A p h a s ia .
See Linguistics 61.
Fall semester. Linebarger.
62. T h e C o n s tru c tio n of
P s y c h o lo g ic a l T h e o ry .
How are psychological theories created, con
structed, and sustained? W hat limits are there
to psychological understanding? This course
explores various social, aesthetic, and ideolog
ical factors that enter into the process o f theory
construction. Special attention is also given to
the linguistic and literary conventions that
govern interpretations of human action.
Prerequisite: Introductory Psychology and at
least one additional course in psychology.
Fall semester. Gergen.
63. S p e c ia l T o p ic s in C o g n itiv e
P s y ch o lo g y.
Selected problems from the current literature
on human information processing and cogni
tive psychology are considered in detail. Em
phasis is placed on the relationship between
theories o f cognition and current experimental
findings. Also, the development o f cognitive
skills receives attention.
Kemler Nelson.
64. M o d e s of P s y c h o th e ra p y .
A survey of the theories, practices, and goals of
various modes o f psychotherapy, including
psychodynamic approaches, behavior therapy,
humanistic therapies, cognitive therapy, and
family therapy. Other topics include research
on the effects o f psychotherapy, the ethics and
politics o f psychotherapy, and definitions of
mental health.
Spring semester. Marecek.
65. P o litic a l P s y ch o lo g y.
A psychological examination o f individuals’
participation in and impact upon politics and
the effect o f various political systems on
individuals. Personality differences and psy
chological processes are examined both for
political leaders and for the general public.
Topics thus include psychobiographies of
presidents and other leaders; psychological
distortion in political decisions; personality
types among the public; psychological factors
in public opinion and revolution. Projects may
involve class or individual research.(Crosslisted as Political Science 6 5 .)
Not offered 1985-86. Peabody.
67. S p e c ia l T o p ic s in C h ild
D e ve lo p m e n t.
Aspects o f personality, social, and cognitive
development are examined, with individual
and group field projects an important part of
the course.
6 8. S p e c ia l T o p ic s in S o c ia l
P s y c h o lo g y .
Considers special topics in human relations.
69 . S p e c ia l T o p ic s in P e rs o n a lity .
Considers selected topics in personality or
ganization and dynamics.
8 6. T o p ic s in P h ilo s o p h y and
P s y c h o lo g y .
This course treats in detail selected topics that
have been separately explored within both
philosophy and psychology. The aim is to
combine research efforts from the two disci
plines and develop a more complete and
coherent understanding of the topics than has
been possible within either discipline alone.
Prerequisites: Open to advanced students in
either philosophy or psychology who have had
at least one course in each department. Crosslisted as Philosophy 86 .
Fall semester. Schwartz and Lacey.
87 . C o llo q u iu m : P s y c h o lo g y , B io lo g y
and E c o n o m ic R a tio n a lity.
The concept of "econom ic man,” in rational
pursuit of self-interest, has had a profound
impact on theory and research throughout the
social sciences in the last two centuries. This
course will offer a critical examination of the
notion of economic rationality, exploring the
role it plays in economics, in evolutionary
biology (sociobiology), and in psychology. The
implications of this notion for thinking about
morality and about social organization will also
be considered. The course will be taught in
seminar format, for two credits.
Prerequisites: The course is open, by applica
tion, to advanced students in either biology,
economics, philosophy, or psychology.
Schwartz.
90 . P ra c tic u m in C lin ic a l P s y c h o lo g y .
An opportunity for advanced psychology stu
dents to gain supervised experience working in
off-campus research projects or clinical settings.
Weekly discussions are held concerning prac
tical, theoretical, and ethical issues arising from
participants’ experiences. Course requirements
and evaluations are tailored to individual
projects. Advance arrangements for placements
should be made in consultation with the
instructor.
91. R e s e a rc h P ra c tic u m in
P h y s io lo g ic a l P s y ch o lo g y.
Research on the neural and chemical bases of
learning and memory. Current theories are
discussed. Special topics include: interhemispheric transfer, memory consolidation, and
recovery from retrograde amnesia. Laboratory
work is designed to introduce students to
techniques in physiological psychology.
Prerequisite: Psychology 3 0. By application.
Fall semester. Schneider.
94. In d e p e n d e n t R e s e a rch .
Students conduct independent research proj
ects. They typically study problems with which
they are already familiar from their course
work. Students must submit a written report of
their work. Registration for Independent Re
search requires the sponsorship o f a faculty
member who agrees to supervise the work.
Each semester. Staff.
9 5 . T u to ria l.
Any student may, with the consent o f a member
o f the department, work under a tutorial
arrangement for a single semester. The student
is thus allowed to select a topic o f particular
interest, and in consultation with a faculty
member, prepare a reading list and work plan.
Tutorial work may include field research
outside Swarthmore.
Each semester. Staff.
9 6 ,9 7 . S e n io r Paper.
W ith the permission o f the Department,
students may conduct a 2 -credit research
project in their senior year as one way to meet
the comprehensive requirement. The course
includes: (a) carrying out a research project
with the advice o f a faculty sponsor and (b)
taking part in a joint discussion group that
shares the problems o f each stage o f the
research. Students should develop a general
plan by the end of the junior year and apply for
departmental approval. By application.
Both semesters. Staff.
Psychology
9 8. H is t o r y and S y s te m s of P s y c h o lo g y .
Intended to provide integration o f different
fields o f psychology and to offer majors one
way to meet the comprehensive requirement.
Historical treatment concentrates on the major
systematic points o f view. Special considera-
tion is given to problems overlapping several
areas o f psychology. Usually offered in the
Spring semester, in 1985-86 it will be given in
the Fall term.
Fall semester. Peabody.
SEMINARS
104. In d iv id u a l in S o c ie ty .
An analysis o f the relationship between people
and their society. Basic social processes are
discussed, including the understanding o f other
persons, theories o f cognitive consistency,
group influence and conformity. Applications
to political attitudes, group prejudices, the
relation of attitudes and personality, and the
relation o f psychology to the social sciences are
also considered. Two credits.
Not offered 1985-86. Peabody.
105. P e rs o n a lity .
An exploration o f general theories o f human
functioning from Freud to the present. Special
attention is given to the empirical, intellectual,
ideological, and pragmatic basis o f competing
theoretical perspectives. Two credits.
Spring semester, 1986. Gergen.
107. L a n g u a g e and T h o u g h t.
See Linguistics 107.
Fall semester. Bloom.
109. P h y s io lo g ic a l P s y c h o lo g y .
An analysis o f the neural bases o f motivation,
emotion, learning, memory and language. Gen
eralizations derived from neurobehavioral rela
tions will be brought to bear on clinical issues.
Two credits.
Spring semester. Schneider.
118. P h ilo s o p h y of P s y c h o lo g y .
See Philosophy 118.
Not offered 1985-86. Lacey.
131a and b. L e a rn in g and B e h a v io r
T h e o ry .
See description o f Psychology 31. Students are
expected to attend lectures given in Psychology
31, and to participate in the laboratory. The
second part o f the seminar (131b) considers in
depth special topics o f interest discussed in the
200
first part o f the seminar. One credit each
semester.
131a: Fall semester, 1985 .
131b: Spring semester, 1986. Schwartz.
132a. and b. P e rce p tio n .
Psychology 132a meets with Psychology 32.
The second part o f the seminar (1 3 2 b ) explores
selected topics in human perception. Major
theories and experimental data direct our ex
ploration o f the roles o f inborn mechanisms
and inferential processes in producing percep
tual experience. Adult visual perception of
form, space, motion and their interrelations are
major concerns. Intersensory coordination,
some auditory perception and perceptual adap
tation are also considered. One credit each
semester.
Both semesters. Kellman.
133a and b. C o g n itiv e P s y c h o lo g y .
Psychology 133a meets with Psychology 3 3.
The second part o f the seminar (133b ) is an
intensive study of higher mental processes.
Specific topics include mental representation,
memory organization, imagery, attention and
consciousness, concept formation, reading,
thinking, and problem-solving. One credit each
semester.
Both semesters. Kellman.
138. A b n o rm a l P s y c h o lo g y .
A study in depth o f various theoretical perspec
tives on psychological disorders, including
schizophrenia, autism, depression, and anxiety
disorders. Underlying assumptions o f each
theory will be considered, as well as empirical
evidence supporting the theory. Approaches to
treatment will also be studied. Two credits.
Fall semester. Marecek.
139a and b. C h ild D e ve lo p m e n t.
See description of Psychology 39. Students are
expected to attend and take part in Psychology
3 9 . The second part o f the seminar (139b )
considers in depth special topics o f interest
discussed in the first part o f the seminar. One
credit each semester.
Both semesters. Kemler Nelson.
180. T h e s is .
May be presented as a substitute for one
seminar provided some member of the Depart
ment is available to undertake the direction of
the thesis. May be taken either as a 2-credit,
1 -semester course or as a 2 -semester course for
one credit each semester. Students writing a
thesis are expected to attend the weekly
meetings of senior paper students during the
semester(s) they are enrolled for Thesis.
Each semester. All members of the Department.
Public Policy
Coordinator: R ICHARD L. RUBIN
The concentration in Public Policy enables
students to combine work in several depart
ments toward both critical and practical under
standing o f sectors o f public policy, such as
social welfare, health, energy, food and agricul
ture, and national defense. The focus o f the
courses in the concentration is on the devel
opment, formulation, implementation, and
evaluation o f policy. The departments centrally
concerned with the concentration are Political
Science, Economics, and Engineering; but
work in other departments is decidedly perti
nent to the concentration. Faculty members
from other departments may be directly in
volved in the concentration, and course or
seminar offerings from other departments may,
in certain circumstances, meet requirements
for the concentration. Some competence in
formal or quantitative methods is required for
students concentrating in Public Policy, but
work in the concentration equally emphasizes
historical, institutional, and normative analysis.
REQUIREMENTS AND RECOMMENDATIONS
The concentration in Public Policy is not a
major. It may be taken together with a Course
or External Examination (Honors) major in
any field, and it can be combined most
integrally with a major in one or more of the
participating departments o f Political Science,
Economics, or Engineering. A t a minimum, the
concentration consists o f certain course re
quirements, totaling six credits (some o f which
are also counted toward one’s department
major), and an internship. The program of each
concentrator should be worked out in consul
tation with the Coordinator o f the Public
Policy Program and approved by the Coordi
nator, preferably at the same time as majors in
the Course and Honors Programs are planned,
but not later than the middle o f one’s junior
year.
Academic requirements for the concentration
cover three basic areas: ( 1 ) economic analysis,
( 2 ) political analysis, and ( 3 ) quantitative
analysis. These may normally be met by
preparation in specified courses. The economic
analysis requirement can be met by Ecomonics
2 0 (Economics Theory) or Economics 22
(Public Finance). The political analysis re
quirement can be met by Political Science 50
(Public Law and Public Administration) or
Political Science 51 (Topics in Public Adminis
tration and Policy) or its equivalent. The
quantitative analysis requirement can be met
by Mathematics 1 (Statistics for Observational
Data), or Mathematics 2 (Statistics for Experi
mental Data), Economics 4 (Statistics for Econ
202
omists), Engineering/Economics 57 (Opera
tions Research), or Economics 108 (Econo
metrics). Equivalent honors courses may be
substituted for any of the above.
In addition to the three preparatory or pre
requisite courses, three credits must be taken
from among the substantitive policy courses
listed below. These courses deal with substan
tive sectors and institutional aspects o f public
policy analysis. Many o f the courses will be
offered for one credit and all concentrators
have to take one of these three credits in a
jointly taught course or seminar. The jointly
taught courses, taught by faculty members
from two different departments, can be taken
for single or double credit and only those
seminars or courses approved for double credit
may be taken as units in the External Examina
tion program.
Students interested in the more international
aspects o f public policy may request an
alternative set o f preparatory or prerequisite
courses.
In special circumstances, students with ade
quate and appropriate alternative preparation
(as might be the case for some natural science
students or those with work done at other
institutions) may request that such preparation
be substituted for courses normally required in
the concentration. Approval of such requests,
as for approval o f internships, will be the
responsibility o f the coordinator and the
committee on public policy studies.
INTERNSHIP
Some direct experience or practical responsi
bility in the field, through work in a public,
private, or voluntary agency, is required for
graduation with a concentration in public
policy. This requirement may be met by
completing an internship during either a semes
ter or a summer or both. Normally, students
will hold internships between their junior and
senior years. The internship program is super
vised by the faculty member serving as coor
dinator o f the concentration, and specific
opportunities may be worked out for the
students.
PROGRAM IN FOOD SYSTEMS AND FOOD POLICY
The College has a program in the area o f food
systems and food policy which may be of
special interest to public policy concentrators
as well as majors in fields of science. Under its
aegis, and with support from the W . K. Kellogg
Foundation, students are eligible for support
for summer internships and for travel expenses
related to research. The program also supports
courses and components of courses in various
departments including biology, economics,
engineering, history, political science, religion;
and sociology-anthropology. Students should
contact Professor Raymond F. Hopkins, Direc
tor, for more information about the program’s
resources and opportunities.
ELIGIBILITY
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
requirements most readily. Any student with
acceptable preparation is welcome to under
take work in a public policy course, subject to
the priority for concentrators. For students
concentrating in Public Policy and reading for
Honors, certain work in the concentration will
normally be eligible for external examination.
E c o n o m ic s / P o litic a l S c ie n c e 42.
Health Policy.
P o litic a l S c ie n c e 43.
Food Policy.
P o litic a l S c ie n c e 44.
Race, Ethnicity and Public Policy.
P o litic a l S c ie n c e 5 3 c .
Presidential Politics.
Policy Courses Offered
E n g in e e rin g / P o litic a l S c ie n c e 66.
Energy Policy.
E c o n o m ic s 24.
Economics o f Industry.
E c o n o m ic s / P o litic a l S c ie n c e 67.
Social Insurance and Welfare Policy.
E c o n o m ic s 27.
Government Regulation of Industry.
E n g in e e rin g / P o litic a l S c ie n c e 68.
Environmental Policy.
P o litic a l S c ie n c e 41.
Defense Policy.
E c o n o m ic s 91 / P o litic a l S c ie n c e 69.
Macroeconomic Policy.
E c o n o m ic s 41.
Urban Economics & Public Policy.
203
Religion
J . W IL L IA M FROST, Professor and Director of the Friends Historical Library 23
V IN C E N T HAR D IN G , Visiting Lang Professor
D O NALD K. SW EAR ER , Professor 2
P. LINW OOD U R B A N , JR ., Professor and Chair
A M Y -J I L L LEVINE, Assistant Professor
V IV IA N -LE E N Y ITR A Y , Instructor
LEILA BERNER, Lecturer 4
M IC H A E L A . S ELLS , Lecturer 4
Religion as a field o f study encompasses
historical religious traditions and varied dimensions o f human experience on social and
personal levels evidenced at all times and in all
forms o f human society. Because o f the diverse
and pervasive nature of religion, several meth
odologies have evolved for its study, including
the skills o f historical investigation, textual
criticism, philosophical analysis, and empirical
description. Added to these skills is the
important ingredient o f empathy toward the
claims religious persons make regarding what
they have perceived to be ultimately real. Focus
for the several methodologies is provided by
dividing the subject matter into two broad
areas: the Religious Traditions o f the West, and
the Religious Traditions o f Asia.
Any course numbered 1 through 9 may be
taken as introductory to other courses in the
Department. Successful completion of one of
these courses is normally required for admis
sion to courses numbered 10 and above. The
normal prerequisite for religion as a Course
major, or an External Examination major or
minor, is completion of two courses.
elect the Senior Comprehensive Paper. How
ever, with the consent o f the Department,
students may substitute a two-credit Thesis.
1. P a tte rn s of W e s te rn R e lig io n s.
An investigation of the religious teaching and
practice of the Jewish, Catholic, and Protestant
traditions. Both classical and contemporary
sources will be studied. There will be occasion
al guest lecturers, and visits to synagogues and
churches.
Not offered 1985-86.
2. P a tte rn s of A s ia n R e lig io n s.
An introduction to the study o f religion
through an examination o f selected teachings
and practices of the religious traditions of India
and China structured as patterns of religious
life. Material is taken primarily from Hinduism
and Buddhism in India, and Confucianism and
Taoism in China.
Fall semester. Nyitray.
The major in Religion is planned through
consultation with faculty members in the
Department. Majors in both the Course and
the External Examination Programs select an
area o f concentration— either Religious Tra
ditions of the West or Religious Traditions of
Asia— but also do some work in the other area.
For advanced work in some areas of religion,
foreign language facility is desirable.
3. In tro d u c tio n to th e H e b re w
S c rip tu re s .
A comprehensive introduction to the history
of ancient Israel and Biblical Judaism as know
primarily, although not exclusively, through
the literature produced and preserved by those
communities. Special attention will be given to
the cultural contexts, both national and inter
national, in which the texts were composed,
and to the various approaches—historical,
literary, sociological, etc.—by which the texts
have been interpreted.
Fall semester. Levine.
An important part o f the Course major is the
production of a sustained piece o f writing.
Normally, students in the Course program will
4. In tro d u c tio n to C h ris tia n S c rip tu re s .
This course examines the New Testament
writings in their historical and cultural con
2 Absent on leave, spring semester, 1986.
3 Absent on leave, 1985-86.
204
4 Fall semester, 1985.
texts, introduces the tools— from the historical
critical method to newer disciplines such as
rhetorical criticism and sociological analysis—
employed to discover the original meaning(s)
o f the documents, and investigates the conti
nuities and the transformations of Christianity
from Jewish sect to independent religion.
Spring semester. Levine.
5. P ro b le m s of R e lig io u s Th o u g h t.
The purpose of this course is to study various
answers to the chief religious problems o f the
twentieth century. Problems include: the na
ture o f religious experience, the existence of
God, religion and morality, science and reli
gion, and the problem of evil. Answers include
those given by Martin Buber, William James,
Reinhold Niebuhr, Paul Tillich, and others.
Students are encouraged to find their own
answers and to work out their own religious
beliefs.
Each semester. Urban.
6. W a r and P e a ce .
An analysis o f the moral issues posed by war,
with consideration of the arguments for holy
wars, just wars, defensive wars, pacifism, and
the sanctity of life. The study of America’s wars
from the Revolution to Vietnam will show our
nation’s responses to organized violence.
Fall semester. Frost.
7. In tro d u c tio n to C la s s ic a l Ju d a is m .
A survey o f the varieties o f institutional
structures and beliefs o f Judaism from the
encounter with Hellenism to the codification of
the Talmud. Particular attention is paid to the
struggle between ancient tradition and cultural
adaptation, the diversity of pre- and nonRabbinic Judaisms (e.g., Diaspora accommo
dations, the writers o f the Dead Sea Scrolls and
the Pseudepigrapha), the formation o f the
Biblical canon, Targumim, Midrash, and Mishnah, the distinctions between orthodoxy and
heresy, and the political and social factors in
which this history took shape.
Spring semester. Levin.
8. In tro d u c tio n to Is la m .
The development o f Islam from the time of
Muhammad to the present day. Special atten
tion is paid to the varied aspects o f Islamic
cultures; philosophy, theology, mysticism, and
the world views of the poets; contemporary
Islamic society viewed through novels and
essays.
Fall semester. Sells.
10. T h e H indu T ra d itio n .
An analysis of the Hindu religious tradition
structured around the classical paths o f action
(karma), knowledge (jnana), and devotion
(bhakti). The course includes analyses of
various mythic, poetic, and didactic texts,
selected rituals, representative institutions, and
symbolic expressions in art and architecture.
Not offered 1985-86. Swearer.
11. T h e B u d d h ist Tra d itio n .
A study o f selected facets of the worldviews of
the three major schools of Asian Buddhism
(Theravada, Mahayana, Vajrayana). The course
includes analyses o f various mythic, poetic, and
didactic texts, selected rituals, representative
institutions, and symbolic expressions in art
and architecture.
Spring semester. Nyitray.
12. R e lig io u s A u to b io g ra p h y .
Autobiography as a genre o f religious literature
and as a way o f understanding the religious
experience of persons. Autobiographies to be
read include those of Apuleius, Augustine,
Matsuo Basho, Frederick Douglass, Ghandi,
Dag Hammarskjöld, C.S. Lewis, Malcolm X ,
Thomas Merton, Jack Rogers, Anne Sexton,
Mary McD. Shideler ’3 8 , Tom Skinner, Teresa
of Avila, Elie Wiesel.
Spring semester. Nyitray.
13. C o m p a ra tiv e R e lig io u s M y s tic is m .
Mysticism is studied as a distinctive phenome
non within the religious traditions o f Asia and
the W est. The writings of particular mystics,
e.g., Eckhart, the Baal-shem, al Din Rumi,
Ramakrishna, are studied and such problems as
mystic states of consciousness, language and
mysticism, the mystic and traditional religious
authority, mysticism and community are ex
plored.
Not offered 1985-86. Swearer.
14. P h ilo s o p h y of R elig ion.
An investigation o f the nature o f religious faith,
the problem of religious knowledge, concepts
o f deity, the problem o f evil, and the relation
ship o f religion to ethics. Both critics and
supporters o f traditional religious perspectives
will be studied. (Cross-listed as Philosophy 16.)
Not offered 1985-86..
205
Religion
16. T h e A p o s to lic A g e .
An investigation of the origin and expansion of
the Christian Church from the later writings of
the New Testament until the Edict of Constan
tine, this course explores through the use of
primary sources several key transition points in
Christian history, including competition with
Judaism, post-canonical developments of leg
end and doctrine, the causes o f and responses
to persecution, Gnosticism, asceticism, the
position of women in the Church, and the
distinctions between orthodoxy and heresy.
Not offered 1985-86. Levine.
23. R e lig io u s and S p iritu a l
G ro u p s in M o d e rn A m e ric a .
An examination of selected religious groups in
modern America which stand outside the
Jewish and Christian mainstream. Groups
studied will include Theosophy, W estern
Vedanta, American Buddhism, and Syncretistic
Christianity. Analysis of their teachings and
practices, reasons for their development and
appeal, their relationship to American religion
and culture. The course will include fieldwork
with groups in the Philadelphia area.
Not offered 1985-86. Swearer.
17. H is to ry of R e lig ion in A m e ric a .
An examination o f religious ideas and practices
o f Americans from the 17th until the 20th
century. Particular emphasis is placed upon the
effects o f religious pluralism , immigrant
churches, the challenge of Darwinism, and the
relation between the church and reform move
ments from Puritanism to Progressivism.
Not offered 1985-86. Frost.
24. M a rtin L u th e r K in g , J r . and the S la c k
S tru g g le f o r F re e d o m in A m e ric a ,
194 5 -1 9 8 5 .
The focus o f the course will be on the creative
and dialectical relationship between the life and
work o f Martin Luther King, Jr. and the
development o f the modern Black Freedom
Movement in the U .S. A . The work will include
a serious attempt to understand the continuing
significance of King for the life o f the nation.
18. Q u a k e ris m .
The history of the distinctive religious and
social ideas o f the Friends from the time of
George Fox until the present. Particular atten
tion is paid to differences in the development of
Quakerism in England and America.
Not offered 1985-86.
19. E x is te n tia lis m and R e lig io u s Belief.
A study o f one o f the most influential
philosophical movements o f the twentieth
century and its impact on religious thought.
Amongst philosophers attention is given to the
writings of Edmund Husserl, Martin Heidegger,
and Jean-Paul Sartre. Amongst religious think
ers the writings o f Rudolf Bultmann, John
Macquarrie, Karl Rahner, and Paul Tillich are
read.
Not offered 1985-86. Urban.
21. J u d a is m C o n fro n ts M o d e rn ity .
Topics include: the political emancipation of
western European Jewry, American Jewish
religious movements as they confront issues
such as "tradition” vs. religious innovation,
assimilation vs. religious and cultural particu
larism. The challenge o f the Holocaust and its
effect on Jewish faith and life, Zionism, and the
significance o f the State o f Israel will also be
considered.
Fall semester. Berner.
206
26. W o m e n and R e lig ion in the W e s t
This course will focus on: ( 1 ) a study of
material about women from the biblical to the
modern; ( 2 ) traditional interpretations o f these
texts, with attention to the concepts of patriarchalism and sexuality; and ( 3 ) an examination
o f this material as a means to recovering
women’s religious history.
Fall semester. Levine.
29. R e lig io u s R elief and M o ra l A c tio n .
An examination o f the relationship between
religion and morality. Basic moral concepts of
several religious traditions (e.g., Buddhism,
Christianity, and Judaism) will be studied and
compared. The relationship o f moral teachings
to the cosmological and theological framework
in which they occur will be discussed. The
course will analyze concepts o f virtue and
moral reasoning, the religious view o f what it
means to be a moral person, and the religious
evaluation of particular ethical issues, e.g.,
social justice, ecology, sexuality.
Not offered 1985-86. Swearer.
30. R e lig ion a s a C u ltu ra l In s titu tio n .
See Sociology and Anthropology 30.
31. C o n fu c ia n T ra d itio n s in C h in a,
K o re a , and Ja p a n .
The Sage, the Scholar, and the Samurai— a
study of the development o f Confucianism in
China and its impact on Korea and Japan.
Discussion will focus on the unity of knowl
edge and action, and the cultivation of selfknowledge as a religious goal. Readings include
selections from primary texts: poetry, essays,
and diaries.
Fall semester. NyitTay.
3 2. R e lig ion in East A s ia .
The major religous traditions of East Asia
studied against the social and cultural back
ground 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 o f Japanese
aesthetics; and the development of new reli
gions in the 20th Century.
Not offered 1985-86. Swearer.
3 3. T h e R e fo rm a tio n .
A study of the Reformation in Western Europe
from 1500 until 1688, its history and thought,
focusing not only upon Luther, Calvin, and the
Anabaptists, but also upon Trent and the
Anglican Settlement. Students will be en
couraged to assess the relevance of the Refor
mation for today.
Not offered 1985-86. Urban.
3 4. R e lig ion in the 19th C e n tu ry .
W hat were the effects in religious thought and
sensibility o f new ways of understanding
history, society, nature, and the psyche that
developed in the nineteenth century? Repre
sentative figures, such as Schleiermacher,
Newman, A rnold, Em erson, Khomyakov,
Troeltsch, Schweitzer, and the development of
distinctive schools o f thought within Judaism,
are considered in some detail.
Not offered 1985-86.
3 5. F o rm a tio n of C h ris tia n D o ctrin e .
A study of the formation and classical expres
sion o f the doctrines o f the Trinity, Incarnation,
Atonement, Original Sin, and the Sacraments
as found in Scripture and the Early and
Medieval Church. Toward the end o f the
semester students are given the opportunity to
expound and evaluate the views o f 19th and
20 th century thinkers on these major themes.
Such thinkers could include; K. Barth, M.
Buber, R. Bultmann, K. Rahner, F. Schleier
macher, and P. Tillich.
Fall semester. Urban.
37. Faith and Reason in the M id d le
Ages.
A study of the interaction between religious
faith and philosophical inquiry from Augustine
to the 15th Century. Attention is paid to
specific problems such as the nature and
existence of God, providence, analogy, and
universals and to outstanding thinkers such as
Anselm, Aquinas, and Ockham. Although the
primary emphasis is historical, attention is
given to the contemporary relevance of medi
eval thought.
Not offered 1985-86. Urban.
38. R oots of th e B la c k Fre e d o m
M o v e m e n t in the U .S .A ., 1 865-1955.
This course will attempt to explore some o f the
great variety of ways in which Black people in
the U .S. A. organized their lives and institutions
to carry on their struggle for freedom, justice,
and new, more humane society in the postCivil W ar period. The role of Black religion in
that struggle will receive significant attention.
(The course is designed for students who have
had previous work in 19th an d /o r 20th
century American an d /o r Afro-American His
tory.)
Spring semester. Harding.
39. C h in e se R e lig io u s T e x ts .
Spring semester. Nyitray.
41. Is s u e s in B io lo g y and R eligion.
(See Biology 4 1 )
59. C a th o lic S o c ia l Th o u g h t.
(See Philosophy 59/Political Science 5 9 )
93. D ire c te d Reading.
Staff.
95. T u to ria l.
Staff.
96. T h e s is .
Majors in Course may, with Departmental
permission, write a two-credit thesis.
97. S e n io r Paper.
Senior majors in Course will normally write a
one-credit paper as the major part o f their
comprehensive requirement.
Spring semester. Staff.
Courses offered occasionally:
R e lig io n and L ite ra tu re
M o n a s tic is m E ast and W e st
P s y c h o lo g y and R e lig io u s E x p e rie n c e
207
Religion
PREPARATION FOR EXTERNAL EXAMINATIONS
The Department will arrange External Exami
nations in the following areas, to be prepared
for in the ways indicated.
Preparation by seminar:
R e lig io u s P e rs p e c tiv e s E ast and W e st
(S e m in a r: 101).
An examination o f the nature and structure of
religious systems through the study o f seminal
thinkers or schools o f thought as they influ
enced and were shaped by the traditions of
which they were a part. Thinkers considered
include Nagarjuna, Shankara, Ram anuja,
Thomas Aquinas, Spinoza, and Kierkegaard.
(This paper is required o f all students declaring
a Religion Major in their External Examination
Program.)
Spring semester. Urban.
C h ris tia n ity and C la s s ic a l C u ltu re
(S e m in a r: 102).
A study o f the development o f Christian
thought and institutions to the fifth century in
the context of Greco-Roman religion and
society. Readings in Lucretius, Apuleius, Plu
tarch, and Hellenistic religious texts, in Philo
and the Dead Sea Scrolls, and in early Christian
w riters such as Justin Martyr, Tertullian,
Origen, Athanasius, Ambrose, Augustine.
Spring semester. Levine.
A s ia n R e lig io u s T h o u g h t
(S e m in a r: 103).
A study o f seminal writings in India and China
which have had a decisive influence on the
religious traditions o f these two cultures. The
traditions considered are: Vedanta, SamkhyaYoga, Mahayana Buddhism, Confucianism, and
Taoism.
Not offered 1985-86. Swearer.
R e lig ion in S o u th e a s t A sia
(S e m in a r: 104).
An analysis o f Theravada Buddhism as a part of
the cultural traditions o f Sri Lanka, Burma,
and Thailand. The seminar is structured in
terms o f three different contexts: national,
village, and urban. The themes dominating
these contexts are national integration, syn
208
cretism, and modernization.
Not offered 1985-86. Swearer.
R e lig ion and S o c ie ty (S e m in a r: 105).
An examination o f the interaction between
religious values and institutions and society in
different cultural contexts and time periods.
Major concentration on the English Civil War,
late nineteenth-century Africa, and modern
America. Topics include patterns o f conver
sion, millennialism, personal and corporate
ethics, rimais, and theology.
Not offered 1985-86. Frost.
C o n te m p o ra ry R e lig io u s T h o u g h t
(S e m in a r: 106).
Representative thinkers and schools o f thought
in the present century. These include Karl
Barth, Martin Buber, Rudolph Bultmann, Karl
Rahner, Paul Tillich, and A.N. Whitehead.
Fall semester. Urban.
L ib e ra tio n T h e o lo g y
(S e m in a r: 107).
A study o f the principal themes o f liberation
theology as it has developed in Latin America
during recent decades; the preferential option
for the poor, the relationship between salva
tion and political liberation, the Biblical critique
o f injustice, faith and politics, the role o f social
analysis in theological discourse, views con
cerning the Church, Christology and spiritual
ity, and the conception o f theology as a critical
reflection on liberating practices made from
the stance o f participation in such practices.
Readings will be drawn from such Latin Amer
ican theologians as Boff, Gutierrez, and Se
gundo. Attention will also be given to the
relationship o f liberation theology to the
Roman Catholic tradition, to the social and
political movements which it has influenced,
and to its critics.
Spring semester. Lacey.
Preparation by combinations o f courses:
The Protestant Traditions
T h e B u d d h is t T ra d itio n (Swearer)
R e lig io n in E a st A s ia (Swearer)
Apostolic Faith and Apostolic Tradition
T h e A p o s to lic A g e (Henry)
F o rm a tio n o f C h ris tia n D o c trin e (U rban)
Christian Thought to Aquinas
F o rm a tio n of C h ris tia n D o c trin e (U rban)
Fa ith and R e a so n in the M id d le A g e s
(U rban)
T h e R e fo rm a tio n (U rban)
H is to ry of R e lig io n in A m e ric a (Frost)
Preparation by course and attachment:
Indian Religion
T h e H indu T ra d itio n (Swearer)
Classical Jewish Thought
In tro d u c tio n to C la s s ic a l J u d a is m
(Levine)
Philosophy o f Religion
p. i. I
r n u o s o p n y O J ix e iig io n
Fa ith a n d "R e a s o n in th e M id d le A g e s
(U rban)
T h e R e fo rm a tio n (U rban)
PW,«*Wh» of R eli8 io n (U rban)
Preparation by Thesis:
Students who declare a major in Religion in
their External Examination Program may, with
permission o f the Department, offer a thesis as
one of their External Examination papers.
COURSES COMPLEMENTING RELIGION OFFERINGS AT SWARTHMORE
BRYN MAWR COLLEGE:
001. E le m e n ta ry H e b r e w (Rabeeya)
101.
R e a d in g s in H e b re w B ib le :
G e n e s is (Rabeeya)
104. H is to ry and L ite ra tu re of
J u d a is m I (Lachs)
105. H is to ry a nd L ite ra tu re of
J u d a is m II (Lachs)
215. J e w is h L a w and F o lk lo re :
T h e Life C y c le (Lachs)
2 16. J e w ls h L a w an„ F o lh lo re .
T h e C a le n d a r C y c le (Lachs)
3 0 4 . p 0S t-B ib llC a l H e b re w (Rabeeya)
HAVERFORD COLLEGE:
215. M o d e rn C r it ic s of C h ris tia n ity
(Thiemann)
201. T o p ic s in B ib lic a l L ite ra tu re :
A p o c ry p h a and P s e u d e p ig ra p h a
(Lachs)
276. S u fis m (Sells)
20 3 . R e a d in g s in H e b re w B ib le :
T h e F iv e S c r o lls (Rabeeya)
310. Life and T h e o lo g y of M a rtin
L u th e r (Luman)
261. L e tte rs of P au l (McGuire)
209
Sociology and
Anthropology
JE N N IE K E ITH , Professor
A S M A R O M LEGESSE, Professor
S TEV EN I. PIKER, Professor and Chair
BR AULIO M U N O Z , Associate Professor1
J O Y C H A R LTO N , Assistant Professor
ROBIN E. W A G N E R -PACIFICI, Assistant Professor
A . ENDRE N YERGES, Lecturer
The program of this department emphasizes
that Sociology and Anthropology are engaged
in a common intellectual task. Studies in the
Department are directed toward understanding
the order, meaning, and coherence o f life in
human societies and cultures. Toward this end,
courses in the department variously emphasize
the comparative study of societies and cultures;
the conditions o f social organization as well as
disorganization; the bases o f human adapta
tion; change as well as continuity as ubiquitous
features of the human condition; gender cul
ture; and meaning and culture. Emphasis will
also be placed on the relevance of Sociology
and Anthropology to the study of modern and,
particularly, American society, and to the
social problems o f the modern age. In addition
to emphasis on the important mutuality of
Sociology and Anthropology, members o f the
department are variously committed to explor
ing the mutuality between Sociology and
Anthropology and neighboring disciplines,
such as Religion, Psychology and Linguistics,
Philosophy, Literature, Biology, History, and
the other social sciences.
REQUIREMENTS AND RECOMMENDATIONS
Courses numbered 1 through 12, as well as 24,
may serve as points o f entry for students
wishing to begin work in the department.
Enrollment in these courses is unrestricted, and
completion of one of them will normally serve
as prerequisite to all other work in the depart
ment (Course 3 0 may, however, with permis
sion o f the instructor, be taken without
prerequisite.)
Applicants for major will normally be expected
to have completed at least two courses in the
department. Course majors will complete a
minimum o f eight units o f work in the
Department, including a double-credit thesis
tutorial to be taken during the fall and spring
semesters o f the senior year, as well as course
5 0 . Majors in the external examination pro
gram are also required to complete course 50.
Normally, majors will complete course 5 0 by
the end o f their junior years, and prospective
majors are encouraged to take the course
during their sophomore years.
The department emphasizes the importance of
familiarity with appropriate elementary statis
tics as well as computer literacy, both for work
taken at the College and for subsequent career
development. Toward underlining this, the
Department crosslists Mathematics courses 1,
2, and 23 (listed as, respectively Sociology and
Anthropology 18, 19, and 2 0 ), any one of
which may be taken as one o f the eight units of
work required for completion of a major in
Sociology and Anthropology.
AREAS OF SPECIAL CONCENTRATION IN SOCIOLOGY AND
ANTHROPOLOGY
Teaching and research interests of members o f
the Department cluster so as to create a number
1 Absent on leave, fall semester, 1985.
210
o f subject matter areas within or between the
two disciplines in which students may take a
concentration of work, in course or seminar
format, or both. The Department here identi
fies these general areas and the faculty members
who work within them, and encourages inter
ested students to meet with one or more o f the
indicated Department members to explore
program of study possibilities.
A ) Social Theory and Social Philosophy
(Muñoz, Piker)
B ) Human Adaptation, Cultural Ecology, and
Human Evolution (Legesse, Piker)
C ) Post-Industrial Society (Charlton, Keith,
Wagner-Pacifici)
D) Cultural and Ethnic Pluralism (Charlton,
Keith, Legesse)
E ) Religion and Culture (Charlton, Piker)
F ) P sy ch o lo gy and C u ltu re (C h a rlto n ,
Legesse, Piker)
G ) Sociology of A rt and Intellectual Life
(Muñoz, Wagner-Pacifici)
H) Modernization and Development (Keith,
Legesse)
I) Modern America (Charlton, Keith, Le
gesse, Wagner-Pacifici)
J) The Life Cycle (Keith, Legesse, Piker)
K ) Inequality (Charlton, Legesse, WagnerPacifici)
L ) Political Behavior and Culture (Keith,
Legesse, Wagner-Pacifici)
1. M o d e rn A m e ric a : C u ltu re , S o c ie ty
and Sta te .
This course will explore central themes and
points of conflict in American life: authority,
community, sexuality, work, personal identity,
politics, and heroism. This exploration will
proceed by way of an analysis both of the
institutional representations of these central
issues and their cultural expressions.
Spring semester. Wagner-Pacifici.
2. In tro d u c tio n to S o c ia l and C u ltu ra l
C h a n ge .
The course has two themes. First, it examines
how simpler societies maintain an intimate and
stable relationship with the natural world,
whereas modern societies are faced with major
upheavals associated with rapid population
growth, economic development, and ecological
degradation. Second, the course focuses on
social movements, prophetism, communalism,
anarchism, and alienation as responses to
economic and ecological crisis and as forces of
social transformation. Students will participate
in an ethnographic encounter session as an
experiment in cross-cultural communication.
Spring semester. Legesse.
4. C o m m u n ity : T h e H u m a n S tra te g y .
The process through which both the structures
and the feelings o f community are created, the
conditions which promote or obstruct that
creative process, and the consequences for the
individuals who participate in it, will be
examined through comparison of community
formation in a variety o f setting: utopias,
kibbutzim, retirement villages, suburbs, mental
institutions.
Spring semester. Keith.
5. F re s h m a n S e m in a r: In tro d u c tio n to
C o n te m p o ra ry S o c ia l Th o u g h t.
A general introduction to major theoretical
developments in the study of social life since
the 19th century. Selected readings will be
drawn from the work of such modern social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffman, Giddens,
Lukes, and Rieff will also be included. These
developments will be studied against the
background of the socio-philosophical climate
o f the 19th century. Limited enrollment.
Not offered 1985-86. Munoz.
7. S e x R o les, P o w e r, and Identity.
An exploration of the social, political, and
psychological implications of gender, drawing
on socio-biological, cross-cultural, and histori
cal materials. The primary emphasis will be
placed on developments in contemporary
America.
Fall semester. Charlton.
10. H u m a n Evo lu tio n .
This course emphasizes the human condition,
or culture, as a mode of adaptation to be seen in
evolutionary and cross-species perspective.
Topics such as communication, competition,
sexuality, sociality, and intelligence are treated
by extensive reference to non-human Primate
as well as human materials. The course will also
take up the following topics: the place of
Hominids in the Order o f the Primates; stages
in the evolution o f humankind; and the
evolution o f distinctively cultural systems of
behavior. As regards the last, the course will
give special emphasis to the evolution of
language, the evolution of the family and the
incest taboos, and bio-evolutionary theses on
211
Sociology and Anthropology
human nature and culture. Cross-listed as
Biology 10. May be used toward distribution
requirements in group 4 only.
Fall semester. Piker, Williams.
18. S ta tis tic s f o r O b s e rv a tio n a l Data.
(Cross-listed as Math 1. Please see Mathematics
entry for description. )
19. S ta tis tic s f o r E x p e rim e n ta l Data.
(Cross-listed as Math 2. Please see Mathematics
entry for description.)
20 . S ta tis tic s .
(Cross-listed as Math 2 3 . Please see Mathe
matics entry for description.)
2 1 . R e s e a rc h D e sig n C o llo q u iu m .
Introduction to the process o f research on
human social life: creation o f research ques
tions, strategies for obtaining evidence, tech
niques of evaluating hypotheses, and generating
theory. The roles o f theory, ethical issues, and
cultural and historical context in the research
enterprise will be addressed. Students will
design and undertake individual research proj
ects, and members o f the department will visit
the class to discuss their own research experi
ence.
Fall semester. Charlton.
2 4. P s y c h o lo g ic a l A n th ro p o lo g y .
Sometimes called culture and personality, this
field explores the relationship between the
individual and his or her culture. The course
treats the following issues: a) the psychological,
or symbolic, capacities presupposed by culture;
b ) socialization, or the transmission o f culture
from generation to generation; c) the cultural
distribution o f personality traits; and d) culture
and mental health. Case materials will be
principally, but not exclusively, non-Western,
and the cross-cultural study o f child rearing
will receive particular emphasis. (Cross-listed
as Psychology 2 4 .)
Not offered 1985-86. Piker.
2 5. La n g u a g e , C u ltu re , and S o c ie ty .
(Cross-listed as Linguistics 25. See listing
under Program in Linguistics. )
Not offered 1985-86. Charlton.
27. A f r o -A m e r ic a n C u ltu re and
S o c ie ty .
Black culture is examined at several stages o f its
development in the twentieth century— as a
culture of survival, assimilation, pan-African
212
ism, prophetism, nationalism, and revolution.
The sociology of Black American communities
is viewed in terms o f the lifecycle, family
structure, associational life, religious institu
tions, and class structure, and how these
systems react to racism, urban migration,
economic deprivation, and political change.
Fall semester. Legesse.
30. R e lig io n a s a C u ltu ra l In s titu tio n .
(Cross-listed as Religion 3 0 .) The focus is
primarily cross-cultural, and religion case ma
terials will be drawn from both pre-literate and
civilized traditions, including the modem West.
The following topics will be emphasized:
religious symbolism; religious evolution; reli
gion as a force for both social stability and
social change; psychological aspects o f religious
belief; and religious change in modern America,
with particular emphasis on both Fundamen
talism and the "cu lts.” May be taken without
prerequisites with permission of instructor.
Not offered 1985-86. Piker.
33. E c o lo g y and S o c ie ty .
Examination o f different types o f ecological
conditions and how they influence pastoral,
agricultural, peri-urban, and urban social sys
tems. Special attention will be given to the
world food crisis, to climatic change, demo
graphic pressures, environmental degradation,
and a wide range o f adaptive strategies that have
developed in response to ecological stress.
Not offered 1985-86. Legesse.
36. P e o p le s and C u ltu re s of A fric a .
A n introduction to traditional and modern
Africa with emphasis on representative soci
eties from East and W est Africa. The course
examines pre-colonial political and social insti
tutions, African responses to colonial domina
tion, and the impact o f urbanization and
economic development during the post-colo
nial period.
Fall semester. Legesse.
4 3 . S o c ie ty and C u ltu re in S p a n ish
A m e ric a .
The relationship between society and culture in
Spanish America. Recent and historical devel
opments in social stratification and ethnic
relations will be considered as crucial factors
underlying Spanish-American culture. Particu
lar attention will be given to Spanish-American
social thought as evidenced in social sciences
research, theology, philosophy, and literature.
Not offered 1985-86. Muñoz.
44 . S o c ia l In e q u a lity .
This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social stratification. Empirical studies o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the nature
and role o f class, the relationship o f specific
classes to each other (the issue o f class
boundaries), and the relationship of class to
other dimensions of social stratification.
Spring semester. Wagner-Pacifici.
4 5. Field S tu d ie s in P rim a te B e h a vio r.
An investigation o f primate ethology as studied
in the animal’s natural environment. Particular
emphasis will be placed on those studies relating
social behavior to habitat or population stress.
The course will include both lecture and semi
nar format; although there is no scheduled
laboratory, students will be expected to partici
pate in at least one field trip.
Prerequisites: Biology 2 or one introductory
level course in Sociology/Anthropology giving
an appropriate background in anthropology.
Not offered 1985-86. Williams.
46. P o litic a l A n th ro p o lo g y .
This course will utilize the comparative per
spective of anthropology to study the ways in
which authority is acquired and accepted as
legitimate, the ways in which decisions are
made or avoided, and the ways in which
conflict is defined, mediated, and resolved or
extended. Subject matter will include political
communities in various cultural contexts and at
various levels of social and technological
complexity.
Not offered 1985-86. Keith.
47. Edu ca tio n and S o c ie ty .
(Cross-listed with Educ. 4 7 .) This course will
explore the social and cultural functions and
consequences o f formal and informal educa
tion in both W estern and non-Western soci
eties. Modes o f intended and unintended
socialization within the school and outside will
be examined. A range o f factors which can
promote or inhibit learning will be explored
and linked to educational performance. Topics
include: school as an agent o f social mobility
and its relationship with the community; the
school as a social system and the dynamics of
classroom life; and the behavioral and academic
outcomes o f curricular innovation. Students
will be required to conduct weekly field work
in an educational setting.
Not offered 1985-86.
48. M o d e rn O rg a n iz a tio n s .
A study o f the formal and informal structure of
modern, complex organizations. Special atten
tion will be paid to social composition, internal
dynamics, social control, decision-making,
power and politics. Case examples from a
variety o f settings— business, medical, reli
gious, political— will be examined in light of
classical and contemporary theory and research
in organizational analysis.
Spring semester. Charlton.
49. T h e M e a n in g of W o rk : S o c io lo g y of
O c c u p a tio n s and P ro fe s s io n s .
This course will take up theory and research
pertaining to the social organization of work
and the meaning o f work experience in modern
societies. Among the topics to be discussed are
classic statments on the division o f labor,
theories o f *'post-industrial” society, occupa
tional structure, labor market stratification,
occupational choice and recruitment, occupa
tional socialization, ideology and identity,
career patterns, work and social relationships,
work and family. Particular case studies will
include various types of blue and pink collar
work, business and the corporate world,
professions and semi-professions.
Spring semester. Charlton.
50. In te lle c tu a l Fo u n d a tio n s of
C o n te m p o ra ry S o c io lo g y and
A n th ro p o lo g y .
Examination o f fundamental and recurrent
theoretical issues in sociology and anthropol
ogy, from the perspective o f intellectual history.
This course will normally be taken by Course
majors during their junior year. It is open to
non-majors, though freshman and sophomores
must have permission o f the Department
chairman.
Spring semester. Muñoz, Piker.
51. A n In tro d u c tio n to A rc h a e o lo g y .
(See listing under Department of Classics.)
55. A g e in S o c ie ty .
The course will examine age from a crosscultural perspective with the goal o f distin
213
Sociology and Anthropology
guishing universal aspects o f the aging process
from the diverse effects of social and cultural
context on roles o f old and young people and
the use of age as a principle of group definition.
Specific problems will include relations be
tween generations, political organization of
older people, and the role o f older people in the
family and the household.
Fall semester. Keith.
5 6. U rb a n A n th ro p o lo g y .
Cross-cultural, comparative study o f social life
in cities, with particular emphasis on bases and
strategies o f group formation and maintenance,
e.g., kinship, ethnicity, friendship, residential
separation, ritual. Readings represent a wide
range o f societies both geographically and
culturally; and all students in the course will do
a field work project.
Not offered 1985-86. Keith.
6 0. S p a n is h A m e ric a n S o c ie ty
T h ro u g h Its N o ve l.
(Also listed as SAL 6 0 — see Modern Lan
guages.) This course will explore the relation
ship between society and the novel in Spanish
America. Selected works by Carlos Fuentes,
Mario Vargas Llosa, Gabriel Garcia Marquez,
Miguel Angel Asturias and others will be
discussed in conjunction with sociological
patterns in contemporary Spanish America.
Not offered 1985-86. Hassett and Muñoz.
relationship of suburban to urban areas; power,
politics, fiscal crisis, and public policy; the
urban future.
Not offered 1985-86. Charlton.
68. U rb a n Edu cation.
(See Education 68 .)
80. C o llo q u iu m : F re u d and M o d e rn
S o c ia l T h e o ry .
The colloquium divides into two parts. The
first part is devoted to a close reading of
selected items from the Freudian canon. The
second part will examine Freud’s contribution
to current social and cultural analysis. This
semester, the colloquium will benefit from
guest lectures by members o f the Swarthmore
faculty. Besides selected works by Freud,
works by Paul Ricoeur, Philip Rieff, and
Habermas will be examined.
Prerequisites: advanced work in Sociology,
Philosophy, Psychology, or permission o f the
instructor.
Not offered 1985-86. Muñoz.
82. C o llo q u iu m : D e v e lo p m e n t and
U rb a n iz a tio n in the T h ir d W o rld .
An examination of the post-colonial social
transformation that occurred in the Third
W orld. This process will be considered in the
context o f 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
drawn from Africa, Asia, and Latin America.
Spring semester. Legesse.
6 3. P o w e r, A u th o rity , and C o n flic t:
L e g itim a c y and R eb ellio n.
Ths course develops a comparative, sociolog
ical perspective on the issue o f political
legitimacy. An understanding o f political legit
imacy is sought via an examination o f specific
political movements that challenge established
authority and of the responses o f those who are
thus challenged. The analytical approach is
two-tiered: a macro-level historical compara
tive analysis is combined in each case with a
micro-level analysis o f the cultural framing of
the movements and the responses.
Fall semester. Wagner-Pacifici.
83. C o llo q u iu m : A r t and S o c ie ty .
The course is divided into two parts. The first
part examines the relationship between art and
society from a sociological perspective. The
second part introduces hermeneutics as a
sociological method for the interpretation of
art. This semester the class will examine
selected works by Dostoevski and Neitzsche.
Prerequisite: permission o f the instructor.
Not offered 1985-86. Muñoz.
6 6. U rb a n S o c io lo g y : T h e S o c ia l Life of
C itie s .
Placing the American metropolis in develop
mental and comparative perspective, this sur
vey o f urban life considers: classical theories of
the city; issues o f community lost, saved, or
liberated; origins and development o f cities;
migration; spatial patterns; race and ethnicity;
9 1 D. A d v a n c e d U rb a n R e s e a rc h .
Students participate in research and program
development at J. F. Kennedy Community
Mental Health and Mental Retardation Center
affiliated with Hahnemann University in Phila
delphia. Field notes on this work are turned in
regularly, and class members meet periodically
at Swarthmore to discuss their experiences.
214
Juniors and seniors with a B average who are
willing to spend l 1h days per week at Hahne
mann are eligible to apply. Transportation to
J. F. Kennedy is paid, and credit varies with
individual involvement in the program.
Fall and spring. Keith.
9 3. D ire c te d R eading.
Individual or group study in fields of special
interest to the students not dealt with in the
regular course offerings. Consent of the chair
man and of the instructor is required.
Members of the Department.
9 6 -9 7 . T h e s is . T h e s e s w ill be re q u ire d
of all C o u rs e m a jo rs .
Seniors in the Course program will normally
take two consecutive semesters of thesis tu
torial. Students are urged to discuss their thesis
proposals with faculty during the spring semes
ter o f their junior year, especially if they are
interested in the possibility of field work.
Members of the Department.
T h e f o llo w in g c o u r s e s , with attachment,
can be taken in preparation for External
Examinations: S&.A 3 0, 3 3 , 4 4 , 6 3 , 8 0 , 8 3.
SEMINARS
101. C ritic a l M o d e rn S o c ia l T h e o ry .
This seminar will trace the development of
critical modern social theory from the works of
M arx to present day social theorists. Particular
attention will be paid to selected works by
M arx, Lukács, Adorno, Horkheimer, Marcuse,
Collotti, and Habermas.
Prerequisites: advanced work in Sociology/
Anthropology, Philosophy, or Political Science;
or permission of the instructor.
Not offered 1985-86. Munoz.
102. C re a tio n of C o m m u n ity.
The central question for the seminar is under
what conditions community can successfully
be created. Utopian experiments, squatter
settlements, and institutions such as retirement
residences and monasteries will be compared as
examples o f intentional and unintentional,
planned and unplanned community creation.
Not offered 1985-86. Keith.
103. P o litic a l A n th ro p o lo g y .
A cross-cultural perspective on politics: the
structures and processes of authority, conflict
and group definition. Specific problems will
include legitimation o f authority, decision
making, agenda-building, expansion, contain
ment, and resolution of conflict. Particular
emphasis will be placed on symbolic aspects of
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 tradition
al society.
Not offered 1985-86. Keith.
104. N a tu re and C u ltu re : C o n v e rg e n t
P e rs p e c tiv e s .
(or Philosophical Anthropology)
This seminar draws upon a growing interdis
ciplinary field, the several components of
which provide new and convergent perspec
tives on human nature and its cultural elabora
tions. Materials to be treated will come, most
importantly, from the following areas: human
evolution, linguistics, psychology, as well as a
number o f fields within anthropology. The
main issues to be treated include: bio-evolu
tionary foundations of human nature; human
intelligence; consciousness; human potential;
the evolution of morality; and anthropological
perspectives on the current human situation. In
lieu of individually done seminar papers,
students will work in sub-groups on issues
which run through the entire seminar, and the
results obtained by each sub-group will be
discussed by the entire seminar. The syllabus
will cover only about two-thirds of the total
reading to be done by members of the seminar.
The remainder wll be identified by the sub
groups as they work on their projects. Crosslisted as Linguistics 104.
Prerequisites: permission of the instructor.
Fall semester. Piker.
105. M o d e rn S o c ia l T h e o ry .
An analysis o f selected works by the founders
o f modern social theory and contemporary
social theorists. W orks by Marx, Weber,
Durkheim, and Parsons will be discussed.
Not offered 1985-86. Munoz.
107. R e lig ion a s a C u ltu ra l In s titu tio n .
The following specific topics will be treated:
215
Sociology and Anthropology
religious evolution; religion as a force for both
social stability and social change; the psychological bases for religious belief. Major theories
to be considered include those o f Max Weber,
Emile Durkheim, and Sigmund Freud. A crosscultural perspective will be emphasized, and
attention will be paid to religious change in
modern America.
Spring semester. Piker.
108. S o c ia l In e q u a lity .
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social stratification. Empirical studies o f both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings o f such issues as the nature
and role o f class, the relationship o f specific
classes to each other (the issue o f class
boundaries), and the relationship o f class to
other dimensions o f social stratification.
Not offered 1985-86. Wagner-Pacifici.
109. S o c ia l and C u ltu ra l C h a n ge .
This seminar will examine the theories of social
movements, modernization, Westernization,
cultural diffusion, and stages o f development as
they apply to the process o f social change in
non-Western 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.
Spring semester. Legesse.
110. S o c io lo g y of O c c u p a tio n s and
P ro fe s s io n s .
This seminar will take up theory and research
pertaining to the social organization of work
and the meaning o f work experience in modern
societies. Among the topics to be discussed are
classic statements on the division o f labor, of
"p ost theories industrial” society, occupa
tional structure, labor market stratification,
occupational choice and recruitment, occupa
tional socialization, ideology and identity,
career patterns, work and social relationships,
work and family. Particular case studies will
include various types of blue and pink collar
work, business and the corporate world,
professions and semi-professions.
Spring semester. Charlton.
114. P o litic a l S o c io lo g y .
This seminar develops a comparative, sociolog
216
ical perspective on the issue o f political
legitimacy. An understanding of political legit
imacy is sought via an examination of specific
political movements that challenge established
authority and of the responses o f those who are
thus challenged. The analytical approach is
two-tiered: a macro-level historical compara
tive analysis is combined in each case with a
micro-level analysis of the cultural framing of
the movements and the responses.
Fall semester. Wagner-Pacifici.
115. F re u d and M o d e rn S o c ia l T h e o ry .
The seminar divides into two parts. The first
part is devoted to a close reading o f selected
items from the Freudian canon. The second
part will examine Freud’s contribution to
current social and cultural analysis. Besides
works by Freud, works by Ricoeur, Rieff,
Habermas, and Foucault will be examined.
Prerequisites: advance work in Sociology/
Anthropology, Philosophy, or Political Science;
or permission of the instructor.
Not offered 1985-86. Muñoz.
117. U rb a n A n th ro p o lo g y .
Cross-cultural, comparative study of social life
in cities, with particular emphasis on bases and
strategies of group formation and maintenance,
e.g., kinship, ethnicity, friendship, residential
separation, ritual. Readings represent a wide
range o f societies both geographically and
culturally; and all students in the seminar will
do a field work project.
Not offered 1985-86. Keith.
118. E c o lo g y and S o c ie ty .
Examination o f different types of ecological
conditions and how they influence pastoral,
cultural, peri-urban, and urban social systems.
Special attention will be given to the world
food crisis, to climatic change, demographic
pressures, environmental degradation, and a
wide range o f adaptive strategies that have
developed in response to ecological stress.
Not offered 1985-86. Legesse.
119. A g e , C u ltu re , and S o cie ty.
The social and cultural significance o f age will
be examined in this seminar. Generational
conflicts, rites o f passage, peer grouping,
cultural definitions of the life course will be
major topics. Case material will include EastAfrican and Latin-American age grades, mod
ern retirement communities, life histories from
various cultures. Seminar members will also do
observation and interview projects focused on
age.
Fall semester. Keith.
180. T h e s is .
Honors candidates who choose to do so will
customarily write theses during the senior year.
Students are urged to have their thesis propo
sals approved as early as possible during the
junior year.
Members o f the Department.
217
VI
The Corporation
Board o f Managers
Alumni Association
Officers
The Faculty
218
Administration
Visitng Examiners
Degrees Conferred
Awards and Distinctions
Enrollment Statistics
The Corporation
Eugene M. Lang, Chairman
9 12 Fifth Avenue
New York, NY 10021
Loren Hart, Treasurer
Swarthmore College
Swarthmore, PA 19081
Katherine Conner, Vice-Chairman
6 3 5 San Marino Avenue
Bryn Mawr, PA 19010
Kendall Landis, Assistant Secretary
Swarthmore College
Swarthmore, PA 19081
William T . Spock, Secretary
10 Kershaw Road
Wallingford, PA 19086
Suzanne P. Welsh, Assistant Treasurer
Swarthmore College
Swarthmore, PA 19081
Board of Managers
Ex officio
David W . Fraser
Swarthmore College
Swarthmore, PA 19081
Emeriti
Boyd T. Barnard
315 Airdale Road
Rosemont, PA 19010
Isabel Jenkins Booth
# 84 Kendal at Longwood
Kennett Square, PA 19348
Eleanor Stabler Clarke
# 100 Kendal at Longwood
Kennett Square, PA 19348
George B. Clothier
2 0 9 N. Fairfield Road
Devon, PA 19333
Julien Cornell
Central Valley, NY 10917
H. Thomas Hallowell, Jr.
The Benson East
Jenkintown, PA 19046
Clark Kerr
8 3 0 0 Buckingham Drive
El Cerrito, CA 9 4 5 3 0
Charles C. Price, III
15 Dogwood Lane
Swarthmore, PA 19081
Richard B. Willis
7251 Willow Road
Ambler, PA 19002
Helen Gawthrop W orth
Westmoreland, Kendal at Longwood
Kennett Square, PA 19348
Term Expires December, 1985
Maria Klemperer Aweida
7 1 8 4 Spring Court
Boulder, CO 8 0 3 0 3
Ann Lubin Buttenwieser
1080 Fifth Avenue
New York, N Y 10028
*Alexander Morgan Capron
University o f Southern California-Law
Center
Los Angeles, C A 9 0 0 8 9
Christopher F. Edley, Jr.
Griswold Hall, Room 2 0 8
Harvard Law School
Cambridge, M A 0 2 138
Eugene M. Lang
912 Fifth Avenue
New York, NY 10021
*Rosita Sarnoff
23 East 11th Street
New York, NY 10003
*Nominated by the Alumni Association
219
Board of Managers
Ann Brownell Sloane
145 E. 74th Street, 11A
New York, NY 10021
William T. Spock
10 Kershaw Road
Wallingford, PA 19086
Jan Tarble
Box 193,
Shoshone, CA 9 2 3 8 4
Ira Tensard W ender,
4 9 9 Park Avenue
New York, NY 10022
Term Expires December, ig86
Neil Austrian
Showtime/The Movie Channel, ine.
1633 Broadway Avenue
New York, NY 10019
Samuel Hayes, III
Harvard Business School
Soldiers Field
Boston, M A 0 2 1 6 3
Richard Hurd
167 W harton Lane
Bethlehem, PA 18017
*Ruth W ilcox Mahler
Millbrook Road
New Vernon, N] 0 7 9 7 6
Barbara W eber Mather
City Solicitor
1520 Municipal Services Building
Philadelphia, PA 19102
Marge Pearlman Scheuer
101 Central Park West
New York, NY 10023
*W . Marshall Schmidt
W . H. Newbold’s Son &. C o., Inc.
1500 Walnut Street
Philadelphia, PA 19102
Sue Thomas Turner
Box 121, Cook Road
Alfred Station, NY 14803
Term Expires December, 1987
Katherine Conner
6 3 5 San Marino Avenue
Bryn Mawr, PA 19010
J. Parker Hall, III
1161 Pine Street
W innetka, IL 6 0 0 9 3
*Stephen B. Hitchner, Jr.
7 8 2 6 Glenbrook Road
Bethesda, MD 2 0 8 1 4
Elise F. Jones
Box 3 2 6 -A , R. D. #1
Newtown, PA 189 40
*Carolien Powers Maynard
21 9 Hudson Street
Pelham Manor, NY 10803
Elizabeth J. McCormack
Rockefeller Family and Associates
3 0 Rockefeller Plaza, Room 5 6 0 0
New York, N Y 10112
Janet Hart Sylvester
6 6 4 8 32nd Street, N .W .
Washington, DC 2 0 015
Term Expires December, 1988
*Nancy Y . Bekavac
2 5 1 0 A -4 th Street
Santa Monica, C A 9 0 4 0 5
Frederick A. Hargadon
New York College Board
888 Seventh Avenue
New York, NY 10019
*Nominated by the Alumni Association
220
Walter Lamb
Merlin Road
Chester Springs, PA 19425
William F. Lee, Jr.
101 Bryn Mawr Avenue
Bryn Mawr, PA 19010
*Lloyd W . Lewis
Kendal-Crosslands
Kenne« Square, PA 19348
Sara Lawrence Lightfoot
18 Rutland Square
Boston, MA 02118
W ater T . Skallerup, Jr.
General Counsel o f the Navy
Washington, D C 2 0 3 5 0
Committees O f The Board
The Chairman o f the Board is ex officio a member o f every Committee.
Executive
Eugene M . Lang, Chairman
Katherine Conner, Vice-Chairman
Neil Austrian
J. Parker Hall, III
W alter Lamb
Marge Pearlman Scheuer
Ann Brownell Sloane
William T. Spock
Ira T. Wender
Finance and Trusts Administration
Ann Brownell Sloane, Chairman
William T . Spock, Vice-Chairman
Neil Austrian
H. Thomas Hallowell, Jr.
W alter Lamb
Barbara Weber Mather
W . Marshall Schmidt
Janet Hart Sylvester
Richard B. Willis
Instruction and Libraries
Katherine Conner, Chairman
Sara Lawrence Lightfoot, Vice-Chairman
Maria Klemperer Aweida
Alexander M . Capron
Julien Cornell
Christopher F. Edley, Jr.
Stephen B. Hitchner, Jr.
Elise F. Jones
Clark Kerr
Barbara Weber Mather
Carolien Powers Maynard
Elizabeth J. McCormack
Charles C. Price, III
William T. Spock
Sue Thomas Turner
Ira T . Wender
Helen Gawthrop W orth
Investment
J. Parker Hall, III, Chairman
H. Thomas Hallowell, Jr.
Samuel Hayes, III
Jerome Kohlberg
W . Marshall Schmidt
Ann Brownell Sloane
Ira T . Wender
Richard B. Willis
‘ Nominated by the Alumni Association
221
Board of Managers
Property
W alter Lamb, Chairman
Boyd T. Barnard
Ann Lubin Buttenwieser
Julien Cornell
H. Thomas Hallowell, Jr.
Samuel Hayes, III
Richard Hurd
Ruth W ilcox Mahler
Rosita Sarnoff
Marge Pearlman Scheuer
Walter T. Skallerup, Jr.
Janet Hart Sylvester
Jan Tarble
two faculty members
two student members
Student Life
Marge Pearlman Scheuer, Chairman
Maria Klemperer Aweida
Ann Lubin Buttenwieser
Alexander Morgan Capron
Christopher F. Edley, Jr.
Stephen B. Hitchner, Jr.
Elise F. Jones
Sara Lawrence Lightfoot
Ruth W ilcox Mahler
Carolien Powers Maynard
Sue Thomas Turner
Rosita Sarnoff
Sally A. Warren, ex officio
three faculty members
five student members
Nominating
Ira T . Wender, Chairman
J. Parker Hall, III
Sara Lawrence Lightfoot
Ruth W ilcox Mahler
Barbara W eber Mather
William T . Spock
Development
Neil Austrian, Chairman
William F. Lee, Jr., Vice Chairman
Boyd T. Barnard
Julien Cornell
J. Parker Hall, III
H. Thomas Hallowell, Jr.
Samuel Hayes, III
Richard Hurd
W alter Lamb
Carolien Powers Maynard
Rosita Sarnoff
222
Walter T . Skallerup, Jr.
Janet Hart Sylvester
Sue Thomas Turner
Ira T. Wender
Richard B. Willis
Thomas Henderer, ex officio
Edward Mahler, ex officio
Sally A. Warren ex officio
three faculty members
three student members
Alumni Association
Officers & Alumni Council
P re s id e n t, Sally A. W arren ’6 5
11 E. 63rd St., Apt. 3 A
New York, NY 10021
V ic e P re s id e n t, Freeman L . Palmer ’79
W C A U -T V
Philadelphia, PA 19131
P re s id e n t D e sig n a te
Alexander Shakow ’5 8
6 6 0 8 32nd Place N W
Washington, DC 200 1 5
S e c r e ta r y , Lillian Frank Youman ’5 7
7 5 2 Mancill Road
Wayne, PA 19087
V ice P re s id e n t, Elinor Meyer Haupt ’55
138B Heritage Hills
Somers, NY 10589
Terms Expire in June
Zone A
Delaware, Pennsylvania
1986
Mary L. Buckman ’7 8
31 S. Hanover Street
Carlisle, PA 17013
Richard Post ’3 6
312 Whitemarsh Valley Road
Ft. Washington, PA 19034
Jay G. Ochroch ’5 4
901 Fox Chase Road
Jenkintown, PA 19046
Lillian Frank Youman ’57
7 5 2 Mancill Road
Wayne, PA 19087
Freeman L. Palmer ’79
W C A U -T V
Philadelphia, PA 19131
1987
William C. Adamson, M.D. ’4 0
1542 Susquehanna Road
Rydal, PA 19 0 4 6 .
Nancy Deane Passmore ’3 0
6 3 0 N. Lemon Street
Media, PA 19063
William B. Carr, Jr. ’73
115 Vernon Lane
Media, PA 19063
Mary Belin Rhodes ’58
Miller Road
Waverly, PA 18471
Thomas J. Elverson ’75
4 1 4 Drexel Place
Swarthmore, PA 19081
Betty Mack Twarog ’4 8
2601 Pennsylvania Ave., Apt. 1123
Philadelphia, PA 19130
1988
Deborah Frazer ’6 9
6 0 6 W . Upsal Street
Philadelphia, PA 19119
Alan A. Symonette ’76
717 Dorset Street
Philadelphia, PA 19119
Anna Rickards Sensenig ’3 0
2 6 0 9 Woodleigh Road
Havertown, PA 19083
22 3
Alumni Association
Officers & Alumni Council
Zone B
New Jersey, New York
1986
Steven A. Delibert ’6 5
3 Pierrepont Place
Brooklyn, N Y 11201
Harriet Donow Cornell ’54
2 0 5 Parrott Road
W est Nyack, NY 10994
1987
Katherine Buttolph ’74
4 0 Laurel Drive
Little Silver, NJ 0 7 7 3 9
1988
Frank L. Lyman, M.D. *43
Joan Schuster Faber ’6 0
3 0 0 Central Park W est, 4F
New York, N Y 10024
N. Beach, Beach Haven, NJ 0 8 0 0 8
Philip L. Gilbert ’4 8
174 Kilburn Road
Garden City, N Y 11530
Laura McKnight Stabler '4 9
Box 213
Rocky Hill, NJ 0 8 5 5 3
68 F Long Beach Boulevard
Giles K. Kemp ’72
15 Paddington Road
Scarsdale, N Y 10583
ZoneC
Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont
1987
Robert E. Levien ’56
2 8 Fresh Meadow Road
W eston, C T 0 6 8 8 3
Lois W right Brown ’38
31 Hemlock Corner
Henniker, NH 0 3 2 4 2
John C . Cratsley ’6 3
61 Lang Street
Concord, M A 01 742
Zone D
District o f Columbia, Maryland, Virginia
1986
Alexander Shakow ’5 8
6 6 0 8 32nd Place N W
Washington, D C 2 0 015
Harriet Dana Carroll ’3 8
4 8 0 2 Broad Brook Drive
Bethesda, MD 2 0 8 1 4
1988
Robert P. Fetter ’53
2 9 2 3 Carolina Avenue SW
Roanoke, VA 2 4 0 1 4
224
B. J. Yannet Stone ’57
5615 Warwick Place
Chevy Chase, MD 20815
Zone E
Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota,
Ohio, Oklahoma, South Dakota, Texas, W est Virginia, Wisconsin
1986
Katherine Leser ’76
1936 N. Hudson Avenue
Chicago, IL 6 0 614
Philip G. Hoffer ’65
1217 Brooklyn Avenue
Ann Arbor, MI 481 0 4
1987
James B. Kirkhoff ’4 8
2 7 0 3 Leighton Road
Shaker Heights, OH 441 2 0
Demaris Affleck Carrell ’47
158 S. Prospect Street
Oberlin, OH 4 4 0 7 4
1988
Robert G. Merin, M.D. ’5 4
2 7 2 5 Albans Avenue
Houston, T X 7 7 0 0 5
Joan Heifetz Hollinger ’61
5 0 2 Rock Creek Drive
Ann A rbor, MI 4 8 1 0 4
Virgil Loeb, Jr., M.D. ’42
2 4 Deerfield Road
St. Louis, M O 6 3 1 2 4
Zone F
Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina,
South Carolina, Tennessee, territories, dependencies, and foreign countries
1988
Anita A. Cava ’75
8 0 1 5 S W 107th Avenue, #214
Miami, FL 3 3 173
Zone G
Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico,
Oregon, Utah, Washington, Wyoming
1986
Charles G. McLeavy ’73
2 2 3 Boylston Avenue East
Seattle, W A 9 8 102
Suzanne W hite Hull ’43
1465 El Mirador Drive
Pasadena, CA 91103
1987
W alter Cochran-Bond ’7 0
2 8 4 3 N. Tanable Drive
Altadena, CA 91001
Diana Royce Smith ’68
1930 Oak Avenue
Boulder, CO 8 0 3 0 2
225
The Faculty
D a vid W . F ra s e r, B.A ., Haverford College;
M .D., Harvard Medical School, President.
3 2 4 Cedar Lane.
J a m e s W . Engla nd, B.A ., Kansas State
Teachers College; M .A. and Ph.D.,
University o f Missouri, Provost and
Professor o f Mathematics. 92 5 Strath Haven
Avenue.
J a n e t S m ith D ic k e rs o n , B.A., Western
College for W om en; M .Ed., Xavier
University, Dean of the College. 531 Bryn
Mawr Avenue.
K e n d a ll La n d is, B.A ., Swarthmore College;
M .A ., Wesleyan University, Vice President
— Alumni, Development, Public Relations.
5 5 0 Elm Avenue.
E liza b e th C h a d w ic k , A .B., Bryn Mawr
College; M. Phil and Ph.D., Yale University,
Associate Dean o f the College, Lecturer in
English Literature. 5 1 3 Ogden Avenue.
R o b e rt A . B a rr, J r . , B.A ., Swarthmore
College; M .A ., University of Pennsylvania,
Dean o f Admissions. 5 1 0 Strath Haven
Avenue.
J a n e H. M u llin s , B.A ., Swarthmore
College, Registrar. 11 S. Princeton Avenue.
M ic h a e l D u rk a n , B.A., St. Patrick’s
College, Maynooth, Ireland; Diploma in
Library Training, University College, Dublin,
Librarian. 201 W est Rose Valley Road,
Wallingford, PA 19086.
Em i K. H o r ik a w a , B.S., University of
Nevada; M .A ., University of Utah, Science
Librarian. 3 0 9 Rutgers Avenue.
S te p h e n Lehm a n n , B.A ., M .A ., and
M .L.S., University o f California, Berkeley;
Ed.M ., Harvard University, Humanities
Librarian. 3 0 0 Harvard Avenue.
S u s a n G. W illia m s o n , B.A ., University of
California, Berkeley; M .A. and Ph.D.,
University o f Pennsylvania, Social Sciences
Librarian. 6 0 2 Elm Avenue.
Le ig h to n C. W h ita k e r, B.A ., Swarthmore
College; M .A ., University of Connecticut;
Ph.D., W ayne State University; Diplomate in
Clinical Psychology of the American Board of
Professional Psychology, Director,
Psychological Services. 2 2 0 Turner Road,
Wallingford, PA 19086.
EMERITI
M a r y A lb e rts o n , B.A ., M.A. and Ph.D.,
Bryn Mawr College, Isaac H. Clothier
Professor Emerita o f History and
International Relations. 50 5 Ogden Avenue.
Elisa A se n s iO , M .A ., Middlebury College,
Professor Emerita o f Spanish. 5 1 0 Panmure
Road, Haverford, PA 19041.
L yd ia B a e r, B.A ., Oberlin College; M.A.
and Ph.D., University o f Pennsylvania,
Professor Emerita of German. Manatee River
Hotel, Bradenton, FL 3 3 5 0 5 .
C a rl B a ru s , B.A ., Brown University; M.S.
in E .E., Massachusetts Institute of
Technology, Professor Emeritus of
Engineering. 4 0 4 Walnut Lane.
Paul H. B e ik, B.A ., Union College, M.A.
and Ph.D., Columbia University, Centennial
Professor Emeritus o f History. 2461 Venetian
W ay, W inter Park, FL 3 2 7 8 9 .
H e in ric h B rin k m a n n , B.A., Stanford
226
University; M .A. and Ph.D., Harvard
University, Albert L. and Edna Pownall
Buffington Professor Emeritus of
Mathematics. Wallingford Arms,
Wallingford, PA 19086
A lic e B ro d h e a d , B.s. and M .A ., University
o f Pennsylvania, Professor Emerita of
Education. 144 Park Avenue.
H ild e D. C oh n, Dr. Phil., University of
Heidelberg, Professor Emerita o f German.
Strath Haven Condominiums.
T a tia n a M . C o s m a n , B.A. and M .A.,
Middlebury College; M .A ., Columbia
University; Ph.D., New York University,
Assistant Professor (part-time) Emerita of
Russian. 3 0 6 S. Chester Road.
W illia m C. E lm o re , B.S., Lehigh
University; Ph.D., Yale University, Morris L.
Clothier Professor Emeritus o f Physics. 2 8 8
Paxon Hollow Road, Media, PA 19063.
L e w is H. E lv e rs o n , B.S., University of
Pennsylvania, Professor Emeritus o f Physical
Education for Men. Quidnet, Nantucket, MA
02554.
R o be rt K. E n d e rs, B.A. and Ph.D.,
University o f Michigan, Isaac H. Clothier, Jr.,
Professor Emeritus o f Biology. 311 Elm
Avenue.
E. J . F a u lk n e r, Professor Emeritus of
Physical Education for Men. 5 0 0 Osceola
Avenue, Apt. 2 1 0 , W inter Park, FL 3 2 7 8 9 .
E d w a rd A . Fehnel, B.S., M .S., and Ph.D.,
Lehigh University, Edmund Allen Professor
Emeritus o f Chemistry. 120 Paxon Hollow
Road, Rose Tree, Media, PA 19063.
J a m e s A . Fie ld, J r . , B.S., M .A ., and Ph.D.,
Harvard University, Isaac H. Clothier
Professor Emeritus o f History. 6 0 5 Hillborn
Avenue.
La u n ce J . F le m is te r, B.A., m .a . and
Ph.D., Duke University, Professor Emeritus
of Zoology. P.O. Box F, Swarthmore, PA
19081.
M ila n W . G a rre tt, B.A. and M .A ., Stanford
University; B.A. and D. Phil., University of
Oxford, Professor Emeritus of Physics. 16
Beach Road, Severna Park, MD 2 1 1 4 6 .
B a rb a ra Lange G o d fre y , Dean Emerita of
W om en. Strath Haven Condominiums.
Fre d rie K le e s , B.A ., Bowdoin College,
Professor Emeritus of English. 2 2 0 South
Chester Road.
O lga Lang, Graduate, University of
Moscow; Ph.D., Columbia University,
Profeissor Emerita o f Russian. 611 W . 111th
St., New York, NY 10025.
S a ra h Lee L ip p in co tt, B.A ., University of
Pennsylvania; M .A ., Swarthmore College;
D.Sc., Villanova University, Professor
Emeritus of Astronomy and Director
Emeritus o f the Sproul Observatory. 507
Cedar Lane.
L u z e rn G. L iv in g s to n , B.S., Lawrence
College; Ph.D., University of Wisconsin,
Professor Emeritus of Botany. 15 Dartmouth
Circle.
F ra n z H. M a u tn e r, Dr. Phil., University of
Vienna, Professor Emeritus o f German. 4 0 8
Walnut Lane.
J o h n D. M c C ru m m , B.A. and M.S.,
University of Colorado, Howard N. and Ada
J. Eavenson Professor Emeritus of
Engineering. 6 0 6 Ogden Avenue.
N o rm a n A . M e in k o th , B. of Ed., Southern
Illinois Teachers College; M.S. and Ph.D.,
University o f Illinois, Professor Emeritus of
Zoology. 431 W est Woodland Avenue,
Springfield, PA 19064.
Ire n e M o ll, B.S. in Ed., University of
Kansas; M .A ., Texas University for W omen,
Associate Professor Emerita o f Physical
Education for W omen. 8 0 5 Illinois Street,
Lawrence, KS 6 6 0 4 4 .
J o h n M . M o o re , B.A ., Park College; B.D.,
Union Theological Seminary; M .A ., Harvard
University; Ph.D., Columbia University,
Professor Emeritus of Philosophy and
Religion. Friends Home, 4 0 0 N. Walnut
Street, W est Chester, PA 19380.
B e rn a rd M o rr ill, B.S. in M .E .,
Massachusetts Institute of Technology;
M .M .E., University o f Delaware, Ph.D.,
University o f Michigan, Henry C. and J.
Archer Turner Professor Emeritus of
Engineering. 21 Oberlin Avenue.
J . Roland P en n o ck , B.A ., Swarthmore
College; M .A . and Ph.D., Harvard
University, Richter Professor Emeritus of
Political Science. 7 3 9 Harvard Avenue.
F ra n k C. P ie rs o n , B.A., Swarthmore
College; Ph.D., Columbia University, Joseph
W harton Professor Emeritus o f Political
Economy. 7 4 0 Ogden Avenue.
H e d le y H. R h ys, B.A ., W est Virginia
University; M .A. and Ph.D., Harvard
University, Professor Emeritus o f Art
History. Apt. 2 1 7 , Crosslands, Kennett
Square, PA 193 48.
J a m e s D. S o rb e r, B.A., Lehigh University;
M .A ., University o f Nebraska, Professor
Emeritus o f Spanish. #57 Kendal at
Longwood, Kennett Square, PA 19348.
B e rn a rd S. S m ith , B.A. and M .A.,
University of Oxford; Ph.D., Harvard
University, Professor Emeritus of History.
227
Faculty
W illis J . S te ts o n , B.A ., Swarthmore
College; M .A ., University of Pennsylvania,
Professor Emeritus of Physical Education for
Men. 144 North Highland Road, Springfield,
PA 190 6 4 .
California; D. Phil., University o f Groningen,
Edward Hicks Magill Professor Emeritus of
Astronomy and Director Emeritus o f the
Sproul Observatory, c / o Peter Rademacher,
R.D. 2, Salem, New York 12865.
G ilm o re S to tt, 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 Emeritus and
Associate Dean o f the College Emeritus. 3 1 8
Dartmouth Avenue.
R o b e rt M . W a lk e r, B.A. and M .F.A .,
Princeton University; Ph.D., Harvard
University. Professor Emeritus o f Art
History. 8 6 5 Central Avenue, L 5 0 4 ,
Needham, M A 02192.
D e re k T r a v e r s i, B.A. and M .A ., University
of Oxford, Alexander Griswold Cummins
Professor Emeritus of English. 12 Richmond
Mansions, Denton Road, Twickinham, Midd,
T W 1 .2 H H , England.
P e te r v a n de K a m p , Cand. and Docts.,
University o f Utrecht; Ph.D., University of
H a n s W a lla c h , Dr. Phil., University of
Berlin, Centennial Professor Emeritus of
Psychology. 5 1 0 Bryn Mawr Avenue.
N eal A . W e b e r, B.A ., M .s. and D.Sc.,
University of North Dakota; M .A. and Ph.D.,
Harvard University, Professor Emeritus of
Zoology. 1805 Aaron Drive, Tallahassee, FL
32303.
PROFESSORS
M a rg a re t A n d e rs o n ,2
3 B.A ., Swarthmore
College; Ph.D., Brown University, Professor
of History. 2 14 Rutgers Avenue.
G e o rg e C. A v e r y ,3 B.A ., M .A ., and Ph.D.,
University o f Pennsylvania, Professor of
German. 2 3 0 Haverford Avenue.
R o b e rt C. B a n n is te r, B.A. and Ph.D., Yale
University; B.A. and M .A ., University of
Oxford, Professor o f History. 7 3 7 Harvard
Avenue.
O le x a -M y ro n B ila n iu k , Cand. Ingénieur,
Université de Louvain; B.S.E., B.S., M.S.,
M .A. and Ph.D., University o f Michigan,
Centennial Professor o f Physics. 100 Plush
Mill Road, Wallingford, PA 19086.
T h o m a s H. B la c k b u rn ,2 B.A., Amherst;
B.A. and M .A ., University of Oxford; Ph.D.,
Stanford University, Professor o f English.
6 0 9 Elm Avenue.
J o h n R. BOCCiO, B.S., Polytechnic Institute
o f Brooklyn; Ph.D., Cornell University,
Professor o f Physics. 6 W hittier Place.
D a vid L. B o w le r, B.S. in E.E., Bucknell
2 Absent on leave, spring semester, 1986.
3 Absent on leave, 1985-86.
228
University; M.S. in E.E., Massachusetts
Institute o f Technology; M.A. and Ph.D.,
Princeton University, Professor of Electrical
Engineering. 5 0 5 Yale Avenue.
T h o m p s o n B ra d le y , B .A ., Yale University;
M .A ., Columbia University, Professor of
Russian. Price’s Lane, Moylan, PA 19065.
K a z im ie r z B ra u n , Master o f Letters,
Poznan University; Master o f Fine Arts,
National School o f Drama; Ph.D., Poznan
University; D octor o f Fine Arts, Wroclaw
University, Visiting Professor o f English
Literature. 2 0 4 Strath Haven Condominium.
D e n n is B ru tu s , B.A ., Fort Hare University,
Julien and Virginia Cornell Visiting Professor
o f English. 4 0 5 Walnut Lane.
G o m e r H. D a v ie s , B.S., East Stroudsburg
State College; Ed.M ., Temple University,
Professor o f Physical Education. 2 2 5 Cornell
Avenue.
Lee D e v in ,3 B.A ., San Jose College; M.A.
and Ph.D., Indiana University, Professor of
English Literature and Director o f The
Theatre. 5 1 2 Elm Avenue.
H. S e a rl D unn,2*b .s .e . and M .S.E.,
Princeton University; Ph.D., Brown
University, Henry C. and J. Archer Turner
Professor o f Engineering. 6 0 3 Elm Avenue.
S te fa n o Fe n o a lte a ,5 B.A ., Georgetown
University; M .A . and Ph.D., Harvard
University; D.Jur., Università di Roma,
Visiting Professor of Economics.
J a m e s D. F re e m a n , B.A ., M .A ., and
Ph.D., Harvard University, Professor of
Music and Director o f the Orchestra. 2 0 6
Martroy Lane, Wallingford, PA 19086.
J . W illia m F ro s t,2 B.A ., DePauw
University; M .A. and Ph.D., University of
Wisconsin, Howard M . and Charles F.
Jenkins Professor of Quaker History and
Research, and Director of the Friends
Historical Library. 3 Whittier Place.
J o h n E. G a ustad . B.A ., Harvard
University; Ph.D., Princeton University,
Professor o f Astronomy. 4 3 0 S. Chester
Road.
K e n n e th J . G e rg e n , B.A ., Yale University;
Ph.D., Duke University, Professor of
Psychology. 3 31 Rogers Lane, Wallingford,
PA 19 0 8 6 .
C h a rle s E. G ilb e rt, B.A ., Haverford
College; Ph.D., Northwestern University,
Professor o f Political Science, 2 2 3 Kenyon
Avenue.
J a m e s H. H a m m o n s ,2 B.A., Amherst
College; M .A . and Ph.D., The Johns Hopkins
University, Professor of Chemistry.
17 Furness Lane, Wallingford, PA 19086.
V in c e n t H a rd in g , B.A ., City College of
New York; M .S„ Columbia University; M .A .,
University o f Chicago, Lang Visiting
Professor o f Religion. 4 01 Walnut Lane.
E le a n o r K. H e s s ,4 B.S. and M.S.,
University o f Pennsylvania, Professor of
Physical Education. 3 0 2 North Chester Road.
R o binson G. H o llis te r, J r . , B.A ., Amherst
College; Ph.D., Stanford University,
Professor of Economics (part-time).
1 W hittier Place.
R a ym o n d F. H o p k in s , B.A., Ohio
Wesleyan University; M .A ., Ohio State
University; M .A. and Ph.D., Yale University,
Professor o f Political Science. 3 0 8 Ogden
Avenue.
G udm u nd R. Iv e rs e n , M .A ., University of
Michigan; Ph.D., Harvard University,
Professor of Statistics, and Director, Center
for Social and Policy Studies. 2 1 2 Elm
Avenue.
C h a rle s L. J a m e s , B.S., State University of
New York at Albany, Professor of English
Literature. 4 0 2 Laurel Lane, Wallingford, PA
19086.
J o h n B. Je n k in s , B.S. and M .S., Utah State
University; Ph.D., University o f California,
Los Angeles, Professor of Biology. 4 0 3
Walnut Lane.
J e n n ie K e ith, B.A ., Pomona College; M.A.
and Ph.D., Northwestern University,
Professor of Anthropology. 6 1 2 Ogden
Avenue.
C h a rle s F. K e le m e n ,12 B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor of Computer Science
and Mathematics. 6 0 6 Elm Avenue.
T . K a o ri K itao, B.A. and M .A ., University
o f California, Berkeley; Ph.D., Harvard
University, Professor of A rt History. 5 4 0
Westminster Avenue.
M a rk A . H e a ld, B.A ., Oberlin College; M.S.
and Ph.D., Yale University, Professor of
Physics. 4 2 0 Rutgers Avenue.
Eugene A . K lo tz, B.S., Antioch College;
Ph.D., Yale University, Professor of
Mathematics. 7 3 5 Yale Avenue.
W u lff D. H e in tz , Dr. rer. nat. Miinchen
University, Professor o f Astronomy. 5 4 0
Riverview Avenue.
G e o rg e K ru g o v o y , B.A ., M .A ., and Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor o f Russian. 5 6 2 Juniata Avenue.
1 Absent on leave, fall semester, 1985.
2 Absent on leave, spring semester, 1986.
4 Fall semester, 1985.
5 Spring semester, 1986.
12 Joint appointment with mathematics.
229
Faculty
J a m e s R. K u rth , B.A ., Stanford University;
M .A. and Ph.D., Harvard University,
Professor o f Political Science. Strath Haven
Condominiums.
H a ro ld E. P a g lia ro , a .b ., m .a ., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor of English Literature.
5 3 6 Ogden Avenue.
H ugh M . L a c e y , B.A. and M .A ., University
o f Melbourne; Ph.D., Indiana University,
Professor o f Philosophy. 4 W hittier Place.
R o b e rt F. P a s te rn a c k ,1B.A. and Ph.D.,
Cornell University, Edmund Allen Professor
o f Chemistry. 110 Cornell Avenue.
A s m a r o m L e g e s s e , B.A ., University
College o f Addis Ababa; Ed.M. and Ph.D.,
Harvard University, Professor of
Anthropology. 4 0 7 Vassar Avenue.
Dean P e a b o d y ,2 B.A ., Swarthmore College;
Ph.D., Harvard University, Professor o f
Psychology. 4 0 5 Rogers Lane, Wallingford,
PA 19086.
NelSOII A. M acken, B.S., Case Institute of
Technology; M .S., Ph.D., University of
Delaware, Professor of Engineering. 2 5 0
Haverford Avenue.
J e a n A s h m e a d P e rk in s , b .a .,
Swarthmore College; M .A . and Ph.D.,
Columbia University, Susan W . Lippincott
Professor o f French. 9 1 3 Strath Haven
Avenue.
P aul C. M a n g e ls d o rf, J r . , 1
2 b .a .,
Swarthmore College; Ph.D., Harvard
University, Morris L . Clothier Professor of
Physics. 1 10 Cornell Avenue.
S te v e n I. P ik e r, B.A ., Reed College; Ph.D.,
University o f Washington, Professor of
Anthropology. 125 Rutgers Avenue.
P h ilip M e tz id a k is , B.A ., Dartmouth
College; Ph.D., Yale University, Professor of
Spanish. 113 Governors Drive, Wallingford,
PA 19086.
F re d e ric L. P r y o r ,3 B.A ., Oberlin College;
M .A. and Ph.D., Yale University, Professor
o f Economics (part-time). 7 4 0 Harvard
Avenue.
K a th ry n L. M o rg a n , B.A ., Virginia State
College; M .A ., Howard University; M .A . and
Ph.D., University o f Pennsylvania, Professor
of History. Apt. 7 2 8 , Strath Haven
Condominiums.
G ilb e rt P. R ose, B.A. and Ph.D., University
o f California, Berkeley, Professor o f Classics.
551 Marietta Avenue.
H e le n F. N o rth , B.A ., M .A ., and Ph.D.,
Cornell University, Centennial Professor of
Classics. 6 0 4 Ogden Avenue.
H a n s F. O b e rd ie k , B.S., and Ph.D.,
University of Wisconsin, Professor of
Philosophy. 4 1 0 Dickinson Avenue.
M a rtin O s tw a ld , B.A., University of
Toronto; M .A ., University o f Chicago;
Ph.D., Columbia University, William R.
Kenan, Jr., Professor o f Classics. 2 Whittier
Place.
H o w a rd P a c k , B.B.A ., City College o f New
York; Ph.D., Massachusetts Institute of
Technology, Professor o f Economics. 1420
Locust St., Philadelphia, PA 19102.
1 Absent on leave, fall semester, 1985.
2 Absent on leave, spring semester, 1986.
3 Absent on leave, 1985-86.
230
D a vid ROSen, B.A ., New York University;
M .A. and Ph.D., University of Pennsylvania,
Professor o f Mathematics. 3 3 6 North
Princeton Avenue.
R o b e rt R o za ,10 B.A ., University of
Toronto; M .A . and Ph.D., Princeton
University, Professor o f French. 2 3 3 Cornell
Avenue.
B e rn a rd S a ffra n ,1 b .a ., City College of
New York; Ph.D., University o f Minnesota,
Professor o f Economics. 201 Garrett Avenue.
R o b e rt E. S a v a g e , B.A ., Oberlin College;
M.S. and Ph.D., University o f Wisconsin,
Isaac H. Clothier, Jr. Professor o f Biology.
4 1 1 Vassar Avenue.
F. M . S c h e r e r ,3 A .B., University of
Michigan; M .B.A. and Ph.D., Harvard
10 Program Director, Swarthmore Program in
Grenoble, spring semester, 1986.
University, Joseph W harton Professor of
Political Economy. 3 5 Wellesley Road.
6 1 4 Hillborn Avenue.
A lle n M . S c h n e id e r, B.S., Trinity College;
Ph.D., Indiana University, Professor of
Psychology. 6 0 8 Elm Avenue.
F ra n c is P. T a fo y a , B .s. and M .A .,
University o f Colorado; Ph.D., Yale
University, Professor of French and Spanish.
6 2 0 North Chester Road.
R ic h a rd S c h u ld e n fre i, B.A. and M .A .,
University o f Pennsylvania; Ph.D., University
o f Pittsburgh, Professor o f Philosophy.
8 S. Lemon St., Media, PA 19063.
P e te r T . T h o m p s o n , B.A., The Johns
Hopkins University; Ph.D., University of
Pittsburgh, Professor o f Chemistry. 2 0 3
College Avenue.
B a r r y S c h w a r t z , B.A ., New York
University; M .A. and Ph.D., University of
Pennsylvania, Professor o f Psychology. 2 1 0
Garrett Avenue.
P. L in w o o d U rb a n , J r . , B.A ., Princeton
University; S.T.B., S.T.M ; and Th.D.,
General Theological Seminary, Charles and
Harriet C ox McDowell Professor o f Religion.
2 0 South Princeton Avenue.
J . E d w a rd S k e a th , B.A ., Swarthmore
College; M .A . and Ph.D., University of
Illinois, Professor of Mathematics. 4 0 0
Dickinson Avenue.
D a vid G. S m ith , B.A ., and M .A ., University
o f Oklahoma; Ph.D., The Johns Hopkins
University, Centennial Professor o f Political
Science. 6 3 Todmordon D r., Rose Valley, PA
19 0 8 6 .
Eugene W e b e r,1 B.A ., Williams College;
M .A . and Ph.D., Harvard University,
Professor of German. 4 0 9 Strath Haven
Avenue.
P h ilip M . W e in s te in , A.B., Princeton
University; A.M . and Ph.D., Harvard
University, Professor o f English Literature.
5 1 0 Ogden Avenue.
S im o n e V o is in S m ith ,9 Licence et Lettres,
University o f Grenoble, Professor o f French.
125 Forest Lane.
L a r r y E. W e stp h a l, B.A. Occidental
College; Ph.D., Harvard University, Professor
o f Economics. Swarthmore College.
S u s a n S n y d e r, B.A., Hunter College; M .A.
and Ph.D., Columbia University, Eugene M.
Lang Research Professor of English
Literature. 5 2 4 Westminster Avenue.
M . J o s e p h W illis , B.C.E., University of
Washington; M .S., Cornell University;
Ph.D., The Johns Hopkins University,
Professor o f Engineering. 3 0 6 Chestnut Lane.
Donald K. S w e a r e r ,3 B.A ., M .A . and
Ph.D., Princeton University; B.D. and
S.T.M ., Yale Divinity School, Professor of
Religion. 109 Columbia Avenue.
J e r o m e H . W ood, J r . , B.A., Howard
University; Ph.D., Brown University,
Professor o f History. 103 E. Providence Rd.,
Aldan, PA 19014.
P e te r G ra m S w in g , B.A. and M .A.,
Harvard University; Ph.D., University of
Chicago. Daniel Underhill Professor o f Music
and Director of the Chorus.
H a rr is o n M . W rig h t, B.A., M .A ., and
Ph.D, Harvard University, Professor of
History. 3 1 9 Cedar Lane.
ASSOCIATE PROFESSORS
C h a rle s R. B e itz , B.A . Colgate University;
M .A ., University o f Michigan; M .A . and
Ph.D., Princeton University, Associate
Professor o f Political Science. 5 0 9 Harvard
Avenue.
D o u g la s B e nn ett, B.A., Haverford College;
M .A. and Ph.D., Yale University, Visiting
Associate Professor o f Political Science.
Swarthmore College.
1 Absent on leave, fall semester, 1985.
3 Absent on leave, 1 9 8 5 '8 6 .
9 Program Director, Swarthmore Program in
Grenoble, fall semester, 1985.
231
Faculty
A lfre d H. B lo o m ,2 7 11 B.A., Princeton
University; M .A ., and Ph.D., Harvard
University, Associate Professor o f Linguistics
and Psychology, and Program Director of
Linguistics. 5 W oodbrook Lane.
M ic h a e l W . C o th re n , B.A., Vanderbilt
University; M .A. and Ph.D., Columbia
University, Associate Professor of A rt
History. 4 0 6 N. Swarthmore Avenue.
R o b e rt S . Du P le s s ls ,1 B.A ., Williams
College; M .A. and Ph.D., Columbia
University, Associate Professor of History.
211 Rutgers Avenue.
M a rio n J . F a b e r, B.A. and M .A .,
University o f California, Berkeley; Ph.D.,
Harvard University, Associate Professor of
German (part-time). 2 3 4 Benjamin W est
Avenue.
D o roth e a F re d e , Hamburg University;
Ph.D., Gottingen University, Associate
Professor of Philosophy. Crum Ledge #5.
S h a ro n F rie d le r, B.A ., Colby College;
M .F.A ., Southern Methodist University,
Associate Professor of Dance and Director of
the Dance Program. 517 Elm Avenue.
N a n c y V. H a m le tt, B.S. and M.S.,
University o f Florida, Gainesville; Ph.D., The
Johns Hopkins University, Associate
Professor o f Biology. 9 1 5 Harvard Avenue.
Associate Professor in History. Swarthmore
College.
D e b o ra h G. K e m le r-N e ls o n , B.A ., M .A .,
and Ph.D., Brown University, Associate
Professor o f Psychology. 211 Benjamin W est
Avenue.
M a rk K u p e rb e rg , B.A., Amherst College;
M .A. and Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Economics. 147 Park Avenue.
G e ra ld L e v in s o n , B.A ., University of
Pennsylvania; M .A . and.Ph.D., University of
Chicago, Associate Professor o f Music. 2
Crum Ledge.
L illia n M . Li, A .B., Radcliffe College; A.M.
and Ph.D., Harvard University, Associate
Professor of History. 8 Whittier Place.
Je a n n e M a re c e k , B.S., Loyola University;
Ph.D., Yale University, Associate Professor
o f Psychology. 3 2 5 S. Monroe St., Media, PA
19063.
S te p h e n B. M a u re r, B.A., Swarthmore
College; M .A. and Ph.D., Princeton
University, Associate Professor of
Mathematics. 2 0 6 Benjamin W est Avenue.
A r t h u r E. M c G a rity ,1
3 B •A., Trinity
2
University; M .S.E., Ph.D., The Johns
Hopkins University, Associate Professor of
Engineering. 135 Rutgers Avenue.
J o h n J . H a s s e tt, B.A., St. Francis College;
M .A ., University o f Iowa; Ph.D., University
o f Wisconsin, Associate Professor of
Spanish. 5 1 4 S. Providence Road,
Wallingford, PA 19086.
B ria n A . M e u n ie r, B.F.A ., University of
Massachusetts, Amherst; M .F.A ., Tyler
School o f A rt, Temple University, Associate
Professor o f Studio Arts. Benjamin W est
House.
C o n s ta n c e C a in H u n g e rfo rd , B.A.,
Wellesley College; M .A ., Ph.D., University
o f California, Berkeley, Associate Professor
of A rt History. 8 1 5 Westdale Avenue.
B ru c e M o lh o lt, B •A., Hendrix College;
M.S., University o f Arkansas; Ph.D., Indiana
University, Visiting Associate Professor of
Biology. Swarthmore Cqllege.
M a rk J a c o b s , B.A ., Harvard University;
Ph.D., Stanford University, Associate
Professor o f Biology. 401 Dickinson Avenue.
G e o rg e M o s k o s ,8 B •A., Davidson College;
M .A. and Ph.D., University o f Wisconsin;
Madison, Associate Professor o f French. 7 3 0
Yale Avenue.
W illia m J o r d a n , A .B., Ripon College;
Ph.D., Princeton University, Visiting
1 Absent on leave, fall semester, 1985.
2 Absent on leave, spring semester, 1986.
3 Absent on leave, 1985-86.
23 2
B ra u lio M u ñ o z ,1 B.A ., University o f Rhode
7 Joint appointment with psychology.
8 Campus coordinator, Grenoble Program.
11 Joint appointment with linguistics.
Faculty
Island; Ph.D., University of Pennsylvania,
Associate Professor of Sociology. 5 0 0
Harvard Avenue.
and Political Science; Ph.D., Yale University,
Associate Professor of Political Science. 521
Elm Avenue.
F re d e ric k L. O rth lie b , B.s. and M.S.,
Massachusetts Institute of Technology; Ph.D.,
Carnegie-Mellon University, Associate
Professor of Engineering. 13 Green Valley
Road, Wallingford, PA 19086.
D avid B. S m o y e r ,1B.A ., Dartmouth
College; LL.B., Harvard Law School,
Associate Professor o f Physical Education.
3 3 5 Park Avenue.
M a r y L. P o o v e y, B.A ., Oberlin College;
M .A. and Ph.D., University of Virginia,
Associate Professor o f English Literature. 6 0 3
Ogden Avenue.
E rn e s t J . P ru d e n te , B.S. and M.S.,
University of Pennsylvania, Associate
Professor o f Physical Education. 9 1 4 Surrey
Road, Media, PA 19 0 6 3 .
C h a rle s Raff,3 B.A ., University of
Rochester; M .A. and Ph.D., Brown
University, Associate Professor of
Philosophy. 2 1 4 Rutgers Avenue.
A lb u rt M . R o s e n b e rg ,3 B.A., Harvard
University; M.S., University o f Florida;
Ph.D., University o f Pennsylvania, Associate
Professor of Natural Science. 9 1 5 Harvard
Avenue.
R ic h a rd L. Rubin, A .B., Brown University;
M .A. and Ph.D., Columbia University,
Associate Professor o f Political Science and
Public Policy (part-time). 5 0 4 ‘A Riverview
Road.
K e n n e th E. S h a rp e ,3 B.A ., Dartmouth
College; M .S., London School o f Economics
Eva F. T r a v e r s , B.A ., Connecticut College;
M .A. and Ed.D., Harvard University,
Associate Professor of Education. 4 1 6 Park
Avenue.
Ju d ith G. Voet, B.S., Antioch College;
Ph.D., Brandeis University, Associate
Professor o f Chemistry. 3 6 8 Trevor Lane,
Bala Cynwyd, PA 19004.
J a c o b W e in e r,3 B.A ., Antioch College;
M.S., University o f Michigan; Ph.D.,
University o f Oregon, Associate Professor of
Biology. 4 0 5 E. Rose Valley Road,
Wallingford, PA 19086.
D o u g la s M . W e is s , A .T.C ., Associate
Professor of Physical Education. 117 S.
Chester Road.
T im o th y C. W illia m s , B.A ., Swarthmore
College; A .M ., Harvard University; Ph.D.,
Rockefeller University, Associate Professor
o f Biology. 3 1 4 Rutgers Avenue.
C ra ig W illia m s o n , B.A ., Stanford
University; M .A ., Harvard University; Ph.D.,
University o f Pennsylvania, Associate
Professor of English Literature. 6 0 2 Elm
Avenue.
ASSISTANT PROFESSORS
N a th a lie F. A n d e rs o n ,3 B.A. Agnes Scott
College; M .A ., Georgia State University,
Assistant Professor o f English Literature. 515
Elm Avenue.
College o f A rt; M .F.A ., Rhode Island School
o f Design, Assistant Professor o f Art.
Swarthmore College.
S a ra h R a s s e tt,4 B.A., Smith College;
M .A ., University o f Chicago; Ph.D., Bryn
Mawr College, Assistant Professor of Art.
Swarthmore College.
C u rtis H a n s m a n B riz e n d in e , B.A. and
M .A ., University o f Oregon; M.Ph. and
Ph.D., University of Kansas, Assistant
Professor o f A rt History. 3 1 8 N. Chester
Road.
R e ts e y B a tc h e lo r, B.F.A ., Philadelphia
B a rb a ra B u rr e ll, A .B., New York
1 Absent on leave, fall semester, 1985.
3 Absent on leave, 1985-86.
4 Fall semester, 1985.
233
Faculty
University; M .A. and Ph.D., Harvard
University, Assistant Professor o f Classics.
Swarthmore College.
J o y C h a rlto n , B.A., University o f Virginia;
M .A. and Ph.D., Northwestern University,
Assistant Professor o f Sociology. 40914 Elm
Avenue.
J e f f r e y A . C h a ro n n a t, B.S., Stanford
University; M .A ., Columbia University,
Assistant Professor in Chemistry. 40914 Elm
Avenue.
Jo n a th a n C o p e la n d , B.A., Tufts
University; Ph.D., State University o f New
York at Stony Brook, Assistant Professor of
Biology. Swarthmore College.
S u s a n P. D a v is , B.S., Springfield College;
M.S., Smith College, Assistant Professor of
Physical Education. 2 411 Whitehouse Road,
Berwyn, PA 193 1 2 .
R ic h a rd E ld rid g e ,3 A.B., Middlebury
College; M .A . and Ph.D., University of
Chicago, Assistant Professor of Philosophy.
4 2 3 Harvard Avenue.
R andall L. Exon,3 B.F.A ., Washburn
University; M .A. and M .F.A ., University of
Iowa, Assistant Professor o f Studio Arts. 8
Crum Ledge.
G re g o ry L. F lo ra n t, B.S., Cornell
University, Ph.D., Stanford University,
Assistant Professor o f Biology. 4 0 4 Elm
Avenue.
G a ry F o rs y th e , B.A. and M .A ., University
of Illinois; Ph.D., University o f Pennsylvania,
Assistant Professor o f Classics. 4 0 4 Elm
Avenue.
S c o tt F. G ilb e rt, B.A ., Wesleyan
University; M .A. and Ph.D., The Johns
Hopkins University, Assistant Professor of
Biology. 6 1 7 Fairview Road.
S te p h e n S . G o lu b ,1 B.A ., Williams College;
M .A. and Ph.D., Yale University, Assistant
Professor o f Economics. 3 1 8 N. Chester
Road.
C h a rle s M . G rin s te a d , B.A., Pomona
College; M .A. and Ph.D., University o f
1 Absent on leave, fall semester, 1985.
234
California, Los Angeles, Assistant Professor
o f Mathematics. 8 W hittier Place.
R ush D. H o lt, B.A. Carleton College; M.S.
and Ph.D., New York University, Assistant
Professor o f Physics. 3 0 2 N. Chester Road.
P h ilip J . K e llm a n , B.A ., Georgetown
University; M .A. and Ph.D., University of
Pennsylvania, Assistant Professor of
Psychology. 1021 Stewart Avenue,
Springfield, PA 19064.
L a u rie L a n g b a u e r, B.A ., Wesleyan
University; M .A ., Cornell University,
Visiting Assistant Professor o f English
Literature. 915 Harvard Avenue.
T h o m a s P. Lett, B.A. and M .F.A ., Case
Western Reserve University, Assistant
Professor o f English Literature and Technical
Director for the Theatre. 6 Crum Ledge.
A m y J i l l Le vin e , B.A., Smith College;
M.A. and Ph.D., Duke University, Assistant
Professor o f Religion. Swarthmore College.
K en n e th C. Luk. B.A ., International
Christian University, Tokyo; Ph.D.,
University o f Pennsylvania, Assistant
Professor o f Chinese. 2 1 2 6 Lombard Street,
Philadelphia, PA 19146.
A n n K o s a k o w s k i M c N a m e e , B.A .,
Wellesley College; M.Phil. and Ph.D., Yale
University, Assistant Professor o f Music.
3 1 8 N. Chester Road.
F ra n c is M e a g h e r, B.A ., Holy Cross
College, Assistant Professor o f Physical
Education. 3 7 2 6 Woodland Avenue, Drexel
Hill, PA 19026.
R ach el M e r z , B.A ., Western New Mexico
University; M.S., University o f Florida;
Ph.D., University o f Chicago, Assistant
Professor o f Biology. 515 Elm Avenue.
L yn n e A . M o lte r, B.A. and B.S.,
Swarthmore College; Ph.D., Massachusetts
Institute o f Technology, Assistant Professor
o f Engineering. Swarthmore College.
F ra n k A . M o s c a te lli. B.S., C. w . Post
College; M.S. and Ph.D., New York
University, Assistant Professor o f Physics.
3 Absent on leave, 1985-86.
3 0 2 Avondale Road, Wallingford, PA 19086.
M ic h a e l L M u lta n ,16 .A ., University of
California, Berkeley; Assistant Professor of
Physical Education. 511 Harvard Avenue.
M a rjo rie M u rp h y , B.A ., Jersey City State
College; M. A ., San Jose State University;
Ph.D., University o f California, Davis,
Assistant Professor of History. 5 1 3 Elm
Avenue.
J o y c e J . N a g a ta ,2 b .f .a . and m .a .,
University o f Illinois, Champaign; M .F.A .,
University o f Wisconsin, Milwaukee;
Assistant Professor of Studio Arts (parttime). 3 Crum Ledge.
K. A n n R e n n in g e r,3 B.A ., University of
Pennsylvania; M .A . and Ph.D., Bryn Mawr
College, Assistant Professor o f Education.
9 1 5 Harvard Avenue.
Eugene S c h lo s s b e r g e r, B.A ., Brandeis
University; M .A . and Ph.D., University of
Chicago, Visiting Assistant Professor of
Philosophy. Swarthmore College.
P e te r J . S c h m id t, B.A ., Oberlin College;
M .A. and Ph.D., University of Virginia,
Assistant Professor of English Literature.
7 Crum Ledge.
P a u la S e p inU C k, B.A ., Bennington College,
Assistant Professor of Dance and Acting
Director o f the Dance Program. 3 0 9
Dickinson Avenue.
H e le n e S h a p iro , B.A ., Kenyon College;
M .A . Princeton University; Ph.D., California
Institute of Technology, Assistant Professor
o f Mathematics. Swarthmore College.
Don S h im a m O tO , B.S., Stanford University;
M .A. and Ph.D., Brandeis University,
Assistant Professor o f Mathematics.
Swarthmore College.
A n n E. S h in n a r, B.A ., Goucher College;
M .A. and Ph.D., Princeton University,
Assistant Professor o f Chemistry.
Swarthmore College.
Fa ru q M . A . S id d iq u i. B.S., Bangladesh
University o f Engineering and Technology;
M.S. and Ph.D., University o f Pittsburgh,
Assistant Professor o f Engineering. Apt. A -2,
107 Rutgers Avenue.
L is a S m u ly a n , B.A ., Swarthmore College;
M .A .T., Brown University; Ed.D., Harvard
Graduate School of Education, Assistant
Professor o f Education. Swarthmore College.
T h o m a s S te p h e n s o n , B.S., Furman
University; Ph.D., The University of
Chicago, Assistant Professor o f Chemistry.
4 0 4 Elm Avenue.
B a rb a ra Y o st S te w a rt, B.A ., Swarthmore
College; M .A . and Ph.D., Bryn Mawr
College, Assistant Professor of Biology. 543
Marietta Avenue.
W illia m N. T u r p in , M .A ., University of St.
Andrews; M .A ., University o f Toronto;
Ph.D., Cambridge University, Assistant
Professor o f Classics. Swarthmore College.
A n d r e w M . V e rn e r, B.A ., Duke University;
M .A ., Old Dominion University; Ph.D.,
Columbia University, Assistant Professor of
History. 11 Benjamin W est Avenue.
R obin E. W a g n e r -P a c if ic i, B.A ., Brown
University; M .A. and Ph.D., University of
Pennsylvania, Assistant Professor of
Sociology. 6 0 4 Elm Avenue.
INSTRUCTORS
E liz a b e th A n d e rs o n , B.A., Swarthmore
College; A .M ., Harvard University,
Instructor in Philosophy. 4 0 4 Elm Avenue.
A b b e B lu m , B.A ., University o f California,
Berkeley; B.A . and M .A ., Cambridge
1 Absent on leave, fall semester, 1985.
2 Absent on leave, spring semester, 1986.
University, Instructor in English Literature.
Benjamin W est House.
V iv ia n -L e e N y itra y , A .B., Syracuse
University; A .M ., Stanford University,
Instructor in Religion. Swarthmore College.
3 Absent on leave, 1985-86.
235
Faculty
S te p h e n M . P latt, B.S., Rensselaer
Polytechnic Institute; M .S.E., University of
Pennsylvania, Instructor in Engineering.
Swarthmore College.
Political Science. Swarthmore College.
M o n ik a S h a fi, M .A ., University of
Freiburg; Ph.D., University o f Maryland,
Instructor in Modern Languages. Swarthmore
College.
P aul F. R a b ide a u , B.A ., Fairfield
University; M .A ., Rutgers University,
Instructor in Economics. Swarthmore
College.
N ilg u n S u n g a r, B.S., Middle East Technical
University, Instructor in Physics. Swarthmore
College.
G a ile H o c k e y , B.S., W est Chester
University, Instructor in Physical Education.
Wawa Road, Wawa, PA 19063.
M in g w h e i T u n g , B.S., Jilin University; M.S.
and Ph.D., Drexel University, Instructor in
Physics. Swarthmore College.
V a le rie R u b s a m e n , B.A ., University of
California; M .A ., University o f California;
M .A ., Princeton University, Instructor in
H o w a rd W ia l,4 A .B., University of
Michigan, Instructor in Economics.
Swarthmore College.
LECTU R ERS (all part-time)
U s h a B a la m o re , Teachers Certificate,
Church Park Teachers Training College;
M .A ., Bryn Mawr College, Lecturer in
Education. Swarthmore College.
Leila B e rn e r,4 B.A ., Hebrew University of
Jerusalem; M .A. and Ph.D., University of
California, Los Angeles, Lecturer in Religion
and History. Swarthmore College.
W ei C h a n g, B.A ., Beijing Language
Institute, Lecturer in Modern Languages.
Swarthmore College.
M a rc e l L. C h e rry , b .a . and Diploma of
Education, University o f Melbourne,
Lecturer in English. Swarthmore College.
M a rg a re t C h ris te n s e n , A .B., M .A .T.,
Cornell University, Lecturer in Computer
Science Program. Swarthmore College.
E d w a rd D ixo n, B.A ., LaSalle College; M .A .,
Pennsylvania State University, Lecturer in
German. Swarthmore College.
B o b e rt F is h e r, A .B., Marietta College;
Ph.D., Indiana University, Lecturer in
Chemistry. Swarthmore College.
T e r r y F r ie s z , B.A ., University o f Virginia;
M.S., Courant Institute o f Mathematical
Sciences; Ph.D., Johns Hopkins University,
Lecturer in Engineering. Swarthmore College.
4 Fall semester, 1985.
236
E v g e n y ia L. K a ts e n e lin b o ig e n , Moscow
Polygraphic Institute, Lecturer in Russian.
211 M ortroy Lane, Wallingford, PA 19086.
R o b e rt K a tz , B.A ., Wesleyan University;
M .A ., University o f Pennsylvania, Lecturer in
Spanish. Swarthmore College.
M a r y K. K e n n e y, A .B., chestnut Hill
College; M .A ., Villanova University, Lecturer
in Spanish. 4 0 4 Elm Avenue.
M a rc ia C. L in e b a rg e r, A.B., University of
California, Berkeley; Ph.D., Massachusetts
Institute of Technology, Lecturer in
Linguistics. Swarthmore College.
C a ro le N e tte r, Maitrisse and DEA,
University o f Paris, Lecturer in French.
Swarthmore College.
A . E n d re N y e rg e s , B.A., Earlham College;
M .A ., University o f Pennsylvania, Lecturer in
Sociology/Anthropology. Swarthmore
College.
Elke P la x to n , B.A ., Brigham Young
University; M .A ., University o f Colorado,
Lecturer in German. 2 0 2 2 Brandywine Street,
Philadelphia, PA 19103.
M ic h a e l A . S e lls ,4 A .B., Gonzaga
University; M .A . and Ph.D., University of
Chicago, Lecturer in Religion.
C h a rle s F. S lo n e , III, B.A., Swarthmore
College; Ph.D., Yale University, Lecturer in
Economics. Swarthmore College.
A la n TeSSier, B.S., Cornell University;
Ph.D., University of Pennsylvania, Lecturer
in Biology. Swarthmore College.
W illia m J . S tilli,4 B.A., Northwestern
University; Ph.D., Massachusetts Institute of
Technology, Visiting Lecturer in Economics.
Swarthmore College.
J a c k T o p io l,5 B.S., Yale University; M .A .,
University of Pennsylvania, Visiting Lecturer
in Economics. 6 3 5 Heather Lane, Bryn
Mawr, PA 19010.
ASSISTANTS AND ASSOCIATES (all part-time)
T h o m a s A ra n t, B.S., Clemson University,
Assistant in Physical Education. Swarthmore
College.
M a rg a re t M . L e h m a n , B.A ., Swarthmore
College, Assistant in Chemistry. 105 Upper
Gulph Road, W ayne, PA 19087.
D a vid B ro n k e m a ,4 B.A ., Swarthmore
College, Assistant in Physical Education.
Swarthmore College.
H e rb e rt L e lm b a c h ,5 B.A ., Swarthmore
College, Assistant in Physical Education. 15
Forest Lane.
B e n e d ic t C a y e n n e ,5 B.A ., University of
Maryland North Shore, Assistant in Physical
Education. Swarthmore College.
K a re n M e y e rs , Associate in Performance
(Music). 7 3 5 Yale Avenue.
D a vid C h y b a , B.A ., Lasalle College; M .A .,
University o f Wisconsin, Assistant in
Physics. Swarthmore College.
U rs u la M . D a v is , B.S., Colby Junior
College, Assistant in Chemistry. 1 1 Rampart
W est, Media, PA 19063.
L a w re n c e E h m e r,4 B.A ., Swarthmore
College, Assistant in Physical Education.
Swarthmore College.
D iana F re e d m a n , B.A ., Pennsylvania State
University; M .A . and Ph.D., Temple
University, Assistant in Physical Education.
1 3 5 6 Sellers Street, Philadelphia, PA 19129.
D o ro th y K. F re e m a n , B.M ., M .M ., Boston
University, Associate in Performance
(M usic). 2 0 6 Martroy Lane, Wallingford, PA
19086.
L o ri F rie s , Assistant in Physical Education.
T e d d R. G oun die , B.S., Muhlenberg
College; M.S., Bowling Green State
University, Assistant in Biology. 213 Sandy
Bank Road, Media, PA 19063.
C u rtis L a u b e r,4 A .B ., Duke University;
M .A ., Villanova University, Assistant in
Physical Education. 110 School House Lane,
Ardmore, PA 19003.
4 Fall semester, 1985.
G e o ffre y M ic h a e ls , Diploma, Curtis
Institute o f Music, Associate in Performance
(M usic). Swarthmore College.
C a ro ly n R e ich e k , B.S., Columbia
University, Associate in Performance
(Dance). Swarthmore College.
T h o m a s R ic h a rd s ,4 B.A ., Trinity College,
Assistant in Physical Education. 30 2 Dudley
Avenue, Narberth, PA 19072.
G lo ria U. R osen, B.A ., Hunter College;
M .A ., Mt. Holyoke College, Assistant in
Biology. 3 3 6 N. Princeton Avenue.
N a n c e y R o s e n s w e ig , Associate in
Performance (Dance). Swarthmore College.
V a le rie R yan, B.S., Widener University,
Assistant in Physical Education. 1325 Chester
Pike, Eddystone, PA 19013
N ita H a r r is S ic ilia n o , B.S., Russell Sage
College, Assistant in Chemistry. 1287 A
Samuel Road, W est Chester, PA 19380.
R o b e rt M . S m a rt, B.A., Curtis Institute o f
Music; M .A ., Westminster Choir College,
College Organist and Associate in
Performance (Music). 18 Oberlin Avenue.
C. J o s e p h S te f a n o w ic z ,4 B.A ., Lafayette
College, Assistant in Physical Education. 921
Flora Lane, Boothwyn, PA 19061.
5 Spring semester, 1986.
237
Faculty
Dale S tr a w b r id g e ,4 B.S., slippery Rock
State College; M .Ed., Pennsylvania State
University, Assistant in Physical Education.
8 W ood Lane, W est Chester, PA 19380.
P ie rre T ra b u t, Certificat D’Etudes
Pedagogiques, Ecole Normale, Assistant in
M odem Languages. 3 0 2 Chester Road.
Standing Committees of the Faculty 1985-86
Academ ic and Cultural Support
Cooper
GILBERT, S., Chadwick, Dickerson,
Kellman, Leff, Rose, Rubin, Skeath
LEVINSON, Bannister, Charonnat, Durkan,
Landis, Moskos, Perkins, Schmidt,
Williamson, C.
Academ ic Requirements
DICKERSON, Bilaniuk, Chadwick, England,
Florant, Kellman, Kuperberg, Morgan,
Mullins, North, Roza, Savage, V.
Admissions and Scholarships
SAVAGE, R ., Alperin, Barr, Charlton,
Charonnat, Davies, Dickerson, Hess,
Macken, McNamee, Smith, D.
Asian Studies
BLOOM , Li, Luk, Piker, Williamson, S.
Curriculum
ENGLAND, Bloom, Heald, James, KemlerNelson, Mullins
Educational Policy, Council on
ENGLAND, Beitz, Fraser, Lacey, Maracek,
Poovey, Travers, Weinstein.
Faculty Equal Opportunity Advisory
SMITH, S., Legesse, Shapiro
Faculty and S taff Benefits
JACOBS, Bradley, Brock, Davies, Dickerson,
England, Florant, Savage, V.
H A RT, Aaron, Bowler, Cook, Davis,
England, Grinstead, Hollister, Miller, T .,
Robinson, L ., Safffan (spring), Schwartz, Van
Ummersen
B lack Studies
Faculty Procedures
PIKER, James, Kuperberg, Legesee,
Oberdiek, Rubin, Savage, V ., Schmidt,
Wright
FRA SER, Bradley, Boccio, Bowler, Li, North,
Pagliaro
Bookstore
ROSEN, Dickerson, Freeman, Gilbert, C .,
Kuperberg, Mangelsdorf, Meunier, Ostwald,
Wagner-Pacifici
Black and Minority Concerns
Fellowships and Prizes
SW ING, Chadwick, Jenkins, Kurth, Verner
Center for Social and Policy Studies
IVERSEN, Hollister, Murphy, Rubin,
Siddiqui, Williamson, S.
Computing Services
RYAN , Blackburn (fall), Boccio, Golub
(spring), Kelemen, Klotz (fall), Mullins, Platt,
Smith, L ., Williamson, S.
4 Fall semester, 1985.
238
Foreign Language Study
MOSKOS, Burrell, Chadwick, Luk
H ealth Sciences Advisory
STEW A RT, Chadwick, Gilbert, S., Mullins,
Rosen, Schneider, Voet, Weiss
Library
Space Use and Energy Conservation
DURKAN, Aaron, England, Frost, Gergen,
Kitao, Mauer, Metzidakis, Ostwald, Swing,
W ood
CHEESMAN, Heintz, Leff, Mullins,
Orthlieb, Raymond, Redgrave
Physical Education and Athletics
TRAVERS, England, Kemler-Nelson,
Maurer, Metzidakis, Savage, R ., Schmidt,
Wright
Teacher Education
H OLLISTER, Bannister, Brizendine,
Charlton, Hess, Prudente, Skeath, Vanni
Promotion and Tenure
Women’s Concerns
FRASER, England, Heald, Hungerford,
Lacey, H., Keith
M URPHY, Blum, Dickerson, Marecek,
Shapiro
Research Ethics
Secretary to the Faculty
W ILLIAM S, Burrell, Morgan, Peabody
(spring), Schwartz, Weiss
Pack
Parliamentarian
Research Support
Urban
BILANIUK, Barazzone, Florant, Freeman,
Gergen, Grinstead, Krugovoy, Kurth, Rose,
Voet
Standing Committees of the College
Advisory Committee on Resource Use
Faculty members: Hammons (fall semester),
Heald, James, Kemler-Nelson, Rosen;
Chairman o f the Board Committees on:
Development, Finance, Instruction and
Libraries, Investment, Property, and Student
Life; the two Vice Presidents, Provost, and
Dean; three students; chaired by the President
o f the College, with the Assistant to the
President as Recording Secretary.
Divisions and Departments
I.
DIVISION OF THE HUMANITIES
Charles L. James, Chair
A rt
Constance Cain Hungerford, Chair
M u s ic
James D. Freeman, Chair
C la s s ic s
Helen F. North, Chair
P h ilo s o p h y
Hans F. Oberdiek, Chair
En g lish L ite ra tu re
Philip M . Weinstein, Chair
P s y c h o lo g y
Barry Schwartz, Department Head
H is to ry
Lillian M . Li, Acting Chair (fall)
Robert S. DuPlessis, Chair (spring)
R e lig ion
P. Linwood Urban, Jr., Chair
M o d e rn La n g u a g e s
Jean Ashmead Perkins, Chair
239
I
Faculty
II.
DIVISION OF THE SOCIAL SCIENCES
Deborah G. Kemler-Nelson, Chair
E c o n o m ic s
Robinson G. Hollister, Jr., Chair
-
M a th e m a tic s
J. Edward Skeath, Chair
Edu ca tio n (P r o g ra m )
Eva F. Travers, Program Director
P h ilo s o p h y
Hans F. Oberdiek, Chair
E n g in e e rin g
Nelson A. Macken, Chair
P o litic a l S c ie n c e
David G. Smith, Chair
H is to ry
Lillian M. Li, Acting Chair (fall)
Robert S. DuPlessis, Chair (spring)
P s y c h o lo g y
Barry Schwartz, Department Head
L in g u is tic s (P r o g ra m )
Alfred H. Bloom, Program Director
III.
DIVISION OF THE NATURAL SCIENCES AND ENGINEERING
Mark A. Heald, Chair
A s tro n o m y
W ulff D. Heintz, Acting Chair (fall)
John E. Gaustad, Chair (spring)
B io lo g y
Timothy C. Williams, Chair
C h e m is try
Judith G. Voet, Chair (fall)
Robert F. Pasternack, Chair (spring)
E n g in e e rin g
Nelson A . Macken, Chair
240
S o c io lo g y and A n th ro p o lo g y
Jennie Keith, Chair
M a th e m a tic s
J. Edward Skeath, Chair
P h ilo s o p h y
Hans F. Oberdiek, Chair
P h y s ic s
John R. Boccio, Chair
P s y c h o lo g y
Barry Schwartz, Department Head
Administration
PRESIDENT’S OFFICE
D a vid W . F ra s e r, B.A ., Haverford College;
M .D ., Harvard Medical School, President.
C h ris ty A n n F u s c o , B.A., Swarthmore
College, Social Coordinator.
Leah J . S m ith , B.A ., Stanford University;
Ph.D., The Johns Hopkins University,
Assistant to the President and Director of
Institutional Research.
M a rg a re t M . G io v a n n in i, Diane E.
W a tso n , Secretaries.
VICE PRESIDENTS’ OFFICE
L o re n H a rt, B.A ., Grinnel College; J.D .,
Columbia University Law School; M .B.A .,
Harvard University Graduate School of
Business Administration, Vice President for
Business and Finance and Treasurer.
K e n d a ll La n d is, B.A ., Swarthmore College;
M .A ., Wesleyan University, Vice President Alumni, Development, Public Relations.
S u z a n n e P. W e ls h , B.A ., B.S., University
o f Delaware; M .B.A ., University of
Pennsylvania, Assistant Treasurer and Budget
Director.
P a u lin e M . C a rr o ll, M a r y C. K a s p e r,
Secretaries.
PRO V O ST’S O FFICE
J a m e s W . Engla nd, B.A ., Kansas State
Teachers College; M .A . and Ph.D.,
University o f Missouri, Provost.
University, Associate Provost, Associate
Professor o f Linguistics and Psychology and
Program Director of Linguistics.
A lfre d H. B lo o m , B.A., Princeton
University; M .A . and Ph.D., Harvard
Jo a n n e M . K im p e l, Secretary.
D EAN ’S O FFICE
J a n e ! S m ith D ic k e rs o n , B.A., Western
College for W om en; M .Ed., Xavier
University, Dean o f the College.
S u s a n D in s m o re S m y th e , B.A ., Wesleyan
University, Coordinator of Student
Activities.
E liz a b e th C h a d w ic k , A .B., Bryn Mawr
College; M. Phil, and Ph.D., Yale University,
Associate Dean o f the College.
G lo ria C a re y E va n s, B.A., Western
Washington College of Education; M.S.,
University o f Washington; Ph.D., Stanford
University, Consultant for Testing and
Guidance and Adviser to Foreign Students.
V e rnon T . S a v a g e , A .B., Syracuse
University; M .A. and Ph.D., University of
Illinois; Associate Dean; Director o f Black
and Minority Affairs.
C igU S Vanni, B.A ., Swarthmore College,
Assistant Dean for New Student Affairs.
A lm a E. S te w a rt, N o rm a B o yle , A .A .,
Temple University, G a y M . Ja c k S O n , A .A .,
Brandywine College, Secretaries.
ADMiSSIONS O FFICE
R o b e rt A . B a r r, J r . , B.A ., Swarthmore
College; M .A ., University of Pennsylvania,
Dean o f Admissions.
W a lla c e A n n A y r e s , B.A., Swarthmore
College; Ed.M ., Harvard University,
Associate Dean o f Admissions.
241
Administration
B re n d a M . B ro c k , B.A ., Earlham College,
Associate Dean o f Admissions.
P h y llis H a ll B a y m o n d , B.A ., Indiana
University; M .A ., Swarthmore College,
Associate Dean o f Admissions.
D a vid A . W a lte r, B.S., Swarthmore College;
M.Div., Princeton Theological Seminary,
Associate Dean o f Admissions.
B ic h a rd G. D iF e lic ia n to n io , B.A.,
Swarthmore College; M .A ., University of
Denver, Assistant Dean o f Admissions.
E ric A . P ro th e ro , B.A ., Swarthmore
College, Assistant Dean o f Admissions and
Western Regional Representative.
S u s a n K. U n te re k e r, B.A., Smith College;
M .A ., Columbia Teachers College, Assistant
to the Dean o f Admissions.
J o a n n e B a rra c liff, B a rb a ra A . H a d ly ,
A g n e s S h o n e rt, Secretaries.
A rle n e K. M o o s h ia n , B.S., W est Chester
State College, Receptionist.
ALUM N I RELATIONS AND PUBLIC RELATIONS
M a ra ly n O rb is o n G ille s p ie , B.A.,
Swarthmore College, Associate Vice
President - Alumni Relations, Publications,
and Public Relations.
D iane W ild e r, B.A ., Swarthmore College,
Assistant Director o f Alumni Relations.
L o rn a G re e n e S h u rk in , B.A., Brooklyn
College, Director o f Public Relations.
B enée W h ith a m , b .a ., Temple University,
Assistant Director o f Public Relations.
L a r r y L. E lv e ru , B.A ., University of
Minnesota, Director o f Publications and
Managing Editor o f the Alumni Bulletin.
C a th e rin e D o w n in g , B.A ., Kent State
University, Assistant Director o f
Publications.
M im i GeiSS, Production Manager.
K a th ry n B a s s e tt, Alumni Editor.
A n n D. G e e r, B.A ., Randolph -Macon
W om an’s College, Assistant.
Elena C o v o n e , Ruthanne K ra u s s ,
Secretaries.
BUILDINGS AND GROUNDS DEPARTMENT
G o rd o n E. C h e e s m a n , B.S., Swarthmore
College, Acting Director o f Physical Plant.
J o s e p h J . D e lo z ie r, J r . , Maintenance
Supervisor.
D onald V. K e lle y , J o s e p h R. S k in n e r,
S te v e n F. W h e a to n , B.S., University of
Vermont, Assistant Directors o f Physical
Plant, O llie Van D yke, Acting Assistant
Director o f Physical Plant.
D o ro th y D a lla m , A b b ie J o n e s , P a tric ia
T h o m p k in s , R a ch el W illia m s ,
Housekeeping Supervisors.
Ju n e M . C a rn a ll, Facilities Coordinator.
Ja c q u e lin e B a tk e r, Purchasing.
E le a n o r J . B re is c h a ft, E s th e r B. K e lle y ,
M a rie O m in s k i, Secretaries.
BUSINESS OFFICE
L u th e r Van U m m e rs e n , c.P.A., B.A.,
Tufts University, Controller.
N a n c y E. S h e p p a rd , Business Office
Manager.
L o u isa R id g w a y , b .a ., Vassar College,
M .B.A ., University o f Pennsylvania,
Associate Controller.
S u s a n S. V e rn e r, b .a ., Old Dominion
University, Assistant to the Controller.
242
M a rg a re t A . T h o m p s o n , Bursar.
Elle n R. A u g s b e r g e r, Je a n E n g lish ,
D e b ra L. R a c z , J e a n R a is ch , Business
Office staff.
L e w is T - C oo k, J r . , B.A ., St. Lawrence
University; M .S., Pennsylvania State
University, Associate Vice President Business Affairs,
Ju d ith F. V a lo ri, B.A ., University of
Maryland, Secretary.
C h ris tin e H o u ric a n , B.A ., B.S., Temple
University, Manager o f Bookstore.
H e le n D iF e lic ia n to n io , Director of
Stenographic Office.
Jo a n n M . M a s s a ry , H e le n e M . M c C a n n ,
Diane S ta s iu n a s , Edith R. W o o d lan d ,
Stenographic staff.
J u n e TaS S O n i, Supervisor-Post Office.
D o ris M o rr is o n , Purchasing Assistant.
CA R EER PLANNING AND PLACEM ENT
H. T h o m a s F ra n c is , B .A ., Kalamazoo
College; M .A ., W estern Michigan University,
Director.
Director.
J a n e t M a s s , B.A ., Hunter College; M .Ed.,
University o f Pennsylvania, Assistant
L o rra in e V. R o ss i, Secretary.
J u lia Le m o n , Recruiting Coordinator/
Secretary.
CEN TER FO R SOCIAL AND POLICY STUDIES
G udm u nd R. Iv e rs e n , M .A ., University of
Michigan; Ph.D., Harvard University,
Director.
N a o m i M a rC U S , Secretary.
COM PUTING SERVICES
W illia m C. R ya n, B.A ., Swarthmore
College, Director o f Computing Services.
M a r y K. H a s b ro u c k , B.A ., oberlin
College, Programmer.
J o d y A n n M a ls b u ry , A .B., Bryn Mawr
College, Associate Director.
R obin J a c o b s e n , B.B.S., Temple
University, Programmer.
J a n e F. J a m e s , B.S., State University of
New York at New Paltz, Assistant to the
Director.
S a ra h D. R. W illia m s , B.S., James Madison
University, Microcomputer Specialist.
W illia m E. C o n n e r, J r . , B.A ., B.S.,
Villanova University, Assistant Director Manager o f Operations.
D a ve Ruel, B.A ., University o f New
Hampshire, Assistant Director - Manager of
Administrative Computing.
A lic e H. M c G o v e rn , B.S., Fordham
University, Information
Coordinator/Com puter Operator.
L is a R r u n n e r -B ir e le y , A .A .S., Delaware
County Community College, Computer
Operator.
H a z e l C. Rapp, Secretary.
L a w re n c e E h m e r, B.A ., Swarthmore
College, Programmer/Analyst.
243
J I
Administration
DEVELOPM ENT
J o h n E. O w e n , B.A., Earlham College,
Associate Vice President - Development.
B ru c e D. A b e rn e th y , B.A ., Swarthmore
College, Assistant Director Development/W est Coast Representative.
Directors - Development.
B e rn a d e tte D u n n in g, Secretary - Annual
Giving.
R o s e m a ry P h illip p i, Administrative
Assistant - Annual Giving.
K a th e rin e D a n s e r, B.A ., Dickinson
College; M .S.Ed., Bucknell University,
Director o f Annual Giving.
A s tr id D e v a n e y , Secretary to the Assistant
Director - Planning Giving.
C u rtis A . L a u b e r, B.A ., Duke University;
M .A ., Villanova University, Assistant
Director - Development.
S a lly A n n S ta a ts , B.S., W est Chester State
College, Operations Manager, Records
Office.
M a rg a re t W . N ik e lly , B.A ., Upsala
College, Assistant Director - Planned Giving.
E liza b e th B. C a m p b e ll, Senior Gift
Recorder.
M a rily n S c h ille r-M o e h lm a n n , B.A .,
Lycoming College, Assistant Director - Data
Management.
Ju d ith A . PupO, Assistant Gift Recorder.
S a n d ra M . B e ll, Secretary to the Associate
Vice President - Development.
B uth V. K e n n e d y , B.A ., University of
Pennsylvania, Secretary to the Assistant
G lo ria RufUS, Alumni Recorder.
M a rily n M a rk o , Assistant Alumni
Recorder.
S u s a n L. B u tts, B .A ., Swarthmore College,
Secretary - Records Office.
Corporate and Foundation Relations
E s th e r B a ra z z o n e , B.A., New College;
M .A. and Ph.D., Columbia University,
Director o f Corporate and Foundation
Relations.
K a re n W . H o o v e r, B.S., McPherson
College; M .A ., Bethany Theological
Seminary, Assistant Director o f Corporate
and Foundation Relations.
S a lly F u lla m , B.A ., Reed College, Director
of Development Research.
K a re n E v a n s , Secretary to the Director of
Corporate and Foundation Relations.
E Q U A L O PPORTUNITY OFFICE
P a tric ia A . W h itm a n , B.A ., W est Chester
State College; M .A ., Miami University of
Ohio, Equal Opportunity Officer.
P e g g y G io v a n n in i, Secretary.
FINANCIAL AID O FFICE
L a u ra T . A lp e rin , B.A ., W heaton College,
Director o f Financial Aid.
P a tric ia S e ria n n i, B.A., M .Ed.,
Pennsylvania State University, Assistant
244
Director o f Financial Aid.
E le a n o r E. E b n e r, H e le n E lm e r, V era B.
M o rr is o n , Secretaries.
FOOD SERVICE
C h a rle s W . S p ie g e l, B.S., University of
Denver, Director.
R o b e rt M itte n , A .A ., Brandywine Junior
College, Ela yn e B. C h e s lo w , B.S., Cornell
University; M .Ed., Framingham State
College, Ralph RUSSO, B.S., Johnson &
Wales, Managers.
E liza b e th D a v is , Secretary.
HEALTH SCIENCE ADVISORY PROGRAM
B a rb a ra Y o st S te w a rt, B.A ., Swarthmore
College; M .A. and Ph.D., Bryn Mawr
College, Health Sciences Advisor.
Bo nnie B. H a rv e y , B.A ., Swarthmore
College, Secretary.
HEALTH AND PSYCHOLOGICAL SERVICES
Worth H ealth Center
Lin da E c h o ls, R .N .], B.S.N., and M.S.N.,
University o f Pennsylvania; CRNP, Johns
Hopkins Hospital, Director o f W orth Health
Center.
Vera H o w la n d , B.S., Widener University,
M .D., Hahnemann Medical College, College
Physician.
A la n Z w e b e n , B.S., SUNY, Stoney Brook;
M .D., New York Medical College, College
Physician.
E lis s a R. C h a n s k y , R.N., Beth Israel
Hospital, C o n s ta n c e C. Jo n e s , R.N .,
Hospital o f University of Pennsylvania, A n n e
N ic h o ls , R .N ., B.S.N., Gwynedd-Mercy
College, C a ro l E. R onan, R.N ., Philadelphia
General Hospital, B a rb a ra A . S m e ta n a ,
R.N ., College Health Nurse Practitioner,
Brigham Young University.
J a m e s E. C la rk , B.A ., W est Virginia
University; M .D., Jefferson Medical College,
Senior College Physician.
Paul S. Z a m o s tie n , B.S., Ursinus College;
M .D., Jefferson Medical College, Consulting
Gynecologist.
E r w in R. S c h m id t, J r . , B.S., Yale
University; M .D., University of Wisconsin,
Consulting Orthopedic Consultant.
C h a rle s D. H u m m e r, J r . , B.A., Amherst
College; M .D., Hahnemann Medical College,
Athletic Orthopedic Consultant.
A n ita M . K n o w le s , Health Services
Secretary.
Psychological Services
Le ig h to n C. W h ita k e r, Director. B.A.,
Swarthmore College; M .A ., University of
Connecticut; Ph.D., W ayne State University;
Diplomate in Clinical Psychology o f the
American Board o f Professional Psychology.
P a tric ia L. E ld e r -J u c k e r , Clinical
Psychologist. A .A ., Community College of
Philadelphia; B.A ., Temple University;
M .Ed., Temple University; Ph.D., Temple
University.
P a u la S . ROSen, Clinical Social W orker.
B.A., University o f Rochester; M .S.S., Bryn
Mawr College; Ph.D., Bryn Mawr College
Graduate School o f Social W ork and Social
Research.
J e n n if e r M . S p a c k m a n , Clinical
Psychology Intern from Hahnemann
University. B.A ., Simmons College.
245
Administration
D anie l F. O 'N e ill, Clinical Psychology Intern
from Hahnemann University. B.A .,
Haverford College.
S ila s L. W a rn e r, Consulting Psychiatrist.
B.S., Princeton University; M.D.,
Northwestern University; Certified by the
American Board o f Psychiatry; Dean,
Philadelphia Academy o f Psychoanalysis.
E liza b e th P. C o z in e , SecretaryReceptionist. R.N ., Paterson General
Hospital.
LIBRARY STAFF
C o lleg e L ibrary
M ic h a e l J . D u rk a n , B.A ., St. Patrick’s
College, Maynooth, Ireland; Diploma in
Library Training, University College, Dublin,
College Librarian.
A n il S. B la c k b u rn , Secretary to the College
Librarian.
Acquisitions
Ja n e H. A a ro n , B.A ., Birmingham-Soutiicm
College; M .S. in L.S., Drexel University;
Associate Librarian and Head, Technical
Services.
E liza b e th A m a n n , B.A ., Swarthmore
College; M.S. in L.S., Rutgers University;
Assistant Acquisitions/Public Services
Librarian.
S h ir le y F. K irb y , B.A ., Washington
University; Periodicals Assistant.
M o n iq u e C o n sta n tin o , Records &
Purchasing Assistant.
M in d a N. H a rt, B.A ., Pennsylvania State
University; Assistant Periodicals/Assistant
Documents.
R ose M a rie Jo h n s o n , A ssistant/
Acquisitions.
E liza b e th W o o lso n , A .B., Chestnut Hill
College, Assistant.
P a u lin e M a rs h a ll, B.S., Simmons College;
Continuations Assistant.
Cataloging
D iana Z in n a to , B .A ., University o f
Delaware; M.S. in L.S., Drexel University;
Catalog Librarian.
A m y V. M o rr is o n , B.A. and M .L.S.,
Rutgers University; Assistant Catalog
Librarian.
A n n e J . P e rk in s , Cataloging Assistant.
N etta S h in b a u m , B.A ., State University of
New York-Oswego; Cataloging Assistant.
A n n e S w a n n , B.A ., Swarthmore College,
Cataloging Assistant.
S o -Y o u n g J o n e s , B.A., Euha W omens
University, Korea; M .L.S., Simmons College;
Cataloging Assistant.
Circulation and Reserve
C a th e rin e J . S m ith , B.A ., Swarthmore
College; B.S. in L.S., Drexel University,
Circulation Librarian.
246
Je a n P fe iffe r, Assistant.
N a n c y C. B e ch , Assistant.
M a ria n B. B ru c e , B.S., James Madison
University, Assistant.
P a u lin e E. H a llm a n , Receptionist.
C la ire R. S m ith , Receptionist.
B ia n e v a n R oden, Receptionist.
V iola G. H o ld s w o rth , B.S., Westminster
College; M .E.D ., Temple University,
Receptionist.
E d w a rd H. F u lle r, B.A ., Widener College;
M.S. in L.S., Drexel University, Special
Collections Librarian.
Bibliographic Instruction and Reference
S te p h e n R. Le h m a n n , B.A ., M .A ., M .L.S.,
University of California-Berkeley; Ed.M .,
Harvard University, Humanities Librarian.
S u s a n G. W illia m s o n , B.A ., University of
California-Berkeley; Ph.D., University of
Pennsylvania, Social Sciences Librarian.
L o is G. P e te rs o n , B.A ., Oberlin College,
Interlibrary Loan Assistant.
Cornell L ibrary
Em i K. H o r ik a w a , B.S., University of
Nevada; M .A ., University of Utah, Science
Librarian.
M e g E. S p e n c e r, B.A ., University of
Richmond, Assistant.
M a r y M c G ra th , B.S., University of
Massachusetts, Assistant.
U n d erh ill L ibrary
G e o rg e K. H u b e r, B.A ., University of
Pennsylvania; M.S. in L.S., Drexel
University, Music Librarian.
Friends H istorical Library
J . W illia m F ro s t, B.A ., DePauw University;
M .A . and Ph.D., University of Wisconsin,
Director.
A lb e rt W . F o w le r, B.A ., Haverford
College; M .S. in L .S., Syracuse University,
Associate Director.
J a n e M . T h o rs o n , B.A ., Goddard College,
Program Secretary; N a n c y P. S p e e rs ,
R a m s a y P. T u r b e r g , B.A ., Mount Holyoke
College; M.S. in L.S., Drexel University,
Assistants.
K a z u e O ye , Conservation Assistant.
C la ire B. S h e tte r, Cataloging Assistant.
Swarthmore College Peace Collection
Je a n R. S o d e rlu n d , A .B., Douglass
College; Ph.D., Temple University, Curator.
College, M -L.S., University of Pittsburgh,
Archivist.
B a rb a ra E. A d d is o n , B.S., University of
Wisconsin (Milwaukee); M.S. in
Librarianship, University of Wisconsin
(Madison), Cataloger.
M a r y Ellen C la rk , B. Mus., W est Virginia
University, Assistant.
M a rth a P. Sh a n e , B.A ., Swarthmore
College, Archivist.
E le a n o r M . B a r r , B.A ., Mount Holyoke
247
Administration
Honorary Curators o f the Friends H istorical Library
M a rg a re t H ope B a c o n , Ju d ith C.
B re a u lt, F ra n c e s W illia m s B r o w in ,
J o h n E d w in B ru s h , H a rr ie t F r o r e r
D u rh a m , D a vid C. Elkinton, LaV erne
F o rb u s h , C a ro lin e B iddle M a lin , J o h n
M . M o o re , L y m a n W . R iley, C a th a rin e
M o r r is W rig h t.
Advisory Council o f the Swarthmore C ollege Peace Collection
Ir w in A b ra m s , H e le n M . C a rr o ll, J u lie n
C o rn e ll, H ila ry C o n ro y , M e rle C u rti,
A lfre d A . F ra s e r III, L a r r y G a ra , R o b e rt
W a lla c e G ilm o re , Phebe R. Ja c o b s e n ,
K e n d a ll La n d is, E. R a ym o n d W ils o n .
PERSONNEL SERVICES
Lee R o binson, B.A., Rhode Island College,
Director.
Pennsylvania State University, Personnel
Administrator.
J o a n K. K re h n b rin k , B.A., The
A d e la id e M . Y o u n g , Secretary.
REGISTRAR’S O FFICE
J a n e H. M u llin s , B.A ., Swarthmore
College, Registrar.
N a n c y S. B e ll, A g n e s K e n n e d y, N a n c y
M a g y a rik , Recorders.
E v e ly n G. Huk, Senior Recorder.
A RTH U R H O YT SCO TT H O R T IC U LTU R A L FOUNDATION
Ju d ith D. Zu k, B.A ., Rutgers University;
M.S., University o f Delaware, Director.
S te v e n F. W h e a to n , B.S., University of
Vermont, Assistant Director - Horticulture.
E ric a G la s e n e r, B.S., University of
Maryland, Educational Coordinator.
Jo s e p h in e 0. H o p k in s , Secretary.
T im o th y M . B o land, B.S., Michigan State
University, Curatoral Intern.
R e b e cca J . Z a s tr o w , B.S., University of
Maryland, Educational Intern.
SECU RITY AND SAFETY SERVICES
O w e n S . R e d g ra v e , A .A .S., Delaware
County Community College, B.S., W est
Chester State College, Acting Director.
J a m e s N e ls o n , A .A .S., Temple
University, Lieutenant.
Linda D. M ille r, A .A .S., Delaware County
Community College, B.S., W est Chester
University, Communications Sergeant.
M ic h a e l J . F itz g e ra ld , B o b b y Van
W ils o n , Sergeants.
248
R o b e rt G riffith , A .A .S., Delaware County
Community College, Fire and Safety Officer.
T im o th y C o a c h m a n , J a m e s F. E llis,
H a r r y F o rd , B ria n H a rr is , J a n e t N o zilo ,
B.S., W est Chester University, Eileen
T h o rto n , B.S., W est Chester University,
Security Officers.
J u d y G ra c e F e iy, G e o rg e B ra n c h ,
C la re n c e K e n n e d y, S te v e n S is s o n s ,
G e o rg e T ic k n o r (part-time),
Communications Officers.
U PW A R D BOUND
E d w in A . C o llin s , B.A ., Lincoln University;
B.S. and M .Ed., Cheyney University,
D o LOÌS M . C o llin s , B.A ., Temple
University, Associate Director.
Director-
M e lv a N. M c M illa n , Secretary.
DEPARTM ENT SECRETARIES, ASSISTANTS AND TECHNICIANS
A rt: Teresa F. Klingler, A .A ., Hershey Junior
L in g u is tic s : Winnie Vaules, Secretary
College, Secretary.
M a th e m a tic s : Joyce A . Glackin, Secretary.
A s tro n o m y : Barbara C . Niebruegge, A .B.,
R adcliffe College, Secretary.
M o d e rn L a n g u a g e s : Eleonore Baginski,
B.S., St. Joseph’s University, Secretary, Eleanor
L. O ’Keefe, Language Laboratory Assistant.
B io lo g y : Henrietta P. Ewing, B.A.,
Suiarthmore College, Secretary, George
Flickinger, Instrumentation Technician, Ann
M. Rawson, B.A ., Swarthmore College, M .S.,
Cornell University, Laboratory Technician,
Debra Farina, B.S., St. Joseph’s University,
Laboratory Technician.
C h e m is try : Dixie Andrews, Secretary,
James W . Bell, Instrument Coordinator.
C la s s ic s : Sarah S. Fought, B.A. and M .A.,
University o f Wisconsin, Secretary.
E c o n o m ic s : Sara-Page W hite, B.A.,
Suiarthmore College, Secretary.
E d u ca tio n : Maud W . Marshall, B.A.,
Goddard College, Secretary.
E le c tro n ic s T e c h n ic ia n : John j.
Dougherty.
M u s ic : Judy Lord, A .A ., Wesley College,
Secretary, Glenn A. Short, A /V Technician.
P h ilo s o p h y : Sherrill Franklin, B.A.,
University o f Kansas, Secretary.
P h y s ic a l Edu ca tio n and A th le tic s :
Patricia E. Trinder, Michele Sharkey,
Secretaries, Octavius Holland, David Lester,
Equipment Managers, Troy Engle, Sports
Information Intern, Les Dorf, A .T .,C ., B.S.,
West Chester State College, Sports Medicine
Intern.
P h y siC S : John R. Andrews, Technician,
Catherine Pescatore, Secretary.
P o litic a l S c ie n c e : Eleanor Greitzer, SaraPage W hite, B.A ., Suiarthmore College,
Secretaries.
Suiarthmore College, Secretary, Grant Lee
P s y c h o lo g y : Didi Beebe, B.A ., Gettysburg
College, Secretary, George Flickinger,
Smith, Mechanician, Charles A . W hite,
Digital Electronics Technician.
Instrumentation Technician, Julia L. Welbon,
B.A., W illiam Smith College, Office Assistant.
E n g in e e rin g : Frances L. Shero, B.A.,
E n g lish L ite ra tu re : Thelma M. Miller,
Secretary.
H is to ry : Eleanor W . Bennett, Secretary.
R e lig io n : Eileen McElrone, Secretary.
S o c io lo g y and A n th ro p o lo g y : Pauline B.
Federman, Secretary.
249
Visiting Examiners 1985
A rt
Professor Stephen Z. Levine, Bryn M am
College
Professor Elaine T. Hansen, H averford College
Professor David Kastan, Dartmouth College
Professor Vicki Mahaffey, University o f
Professor Gerald Silk, University o f
Pennsylvania
Pennsylvania
Professor John Matthews, Boston University
Professor Alicia Ostriker, Rutgers University
Professor Elaine Scarry, University o f
A s tro n o m y
Dr. Robert S. Harrington, U.S. N aval
Observatory
Pennsylvania
Professor William Herbst, Wesleyan University
Professor Jennifer W icke, Yale University
B io lo g y
Dr. Dick Donham, University o f D elaware
Professor Ed Gruberg, Temple University
Dr. Gregory Guild, University o f Pennsylvania
Professor Vivianne T. Nachmias, University o f
H is to ry
Professor Emeritus Philip Crowl, U.S. N aval
Pennsylvania
Professor Ronald A. Pieringer, Temple
University
C h e m is try
Professor David Lavallee, Hunter C ollege o f
CUNY
Professor Richard Schultz, University o f
Pennsylvania
Professor Ruth E. Stark, Amherst College
Professor Edward R. Thornton, University o f
Pennsylvania
C la s s ic s
Professor Julia Gaisser, Bryn M a m College
Professor Rachel Kitzinger, Vassar College
Professor Richard Patterson, Emory University
E c o n o m ic s
Professor Erwin Blackstone, Temple University
Dr. Jeffrey Hammer, The W orld Bank
Professor Holland Hunter, H averford College
Professor Elizabeth Jensen, Hamilton College
Professor Jeffrey Miller, University o f
Delaware
Professor Ingrid Rima, Temple University
Joanne Salop, International Monetary Fund
Professor Kriss Sjoblom, University o f
W ar College
Professor Lawrence G. Duggan, University o f
D elaware
Professor William Duggan, Harriman Institute
for Advanced Studies
Dr. Janet Golden, W ood Institute
Professor Andrew Lees, Rutgers University
Professor David Pong, University o f D elaware
Professor J. W . Smit, Columbia University
Professor Ronald Walters, Johns Hopkins
University
L in g u is tic s
Professor Sharon Armstrong, Lafayette
College
Carl Kendall, A.I.D.
Professor Gary Milsark, Temple University
Professor Muffy E. A . Siegel, Temple
University
M a th e m a tic s
Professor W . W istar Comfort, Wesleyan
University
Professor David K. Hildebrand, W harton
School, University o f Pennsylvania
Professor Paul Klingsberg, St. Joseph’s
University
Professor Marvin Knopp, Temple University
Professor Charles Sims, Rutgers University
Pennsylvania
M o d e rn L a n g u a g e s — F re n c h
Professor Claudia Reeder, Bryn M a m College
Professor William Stull, Temple University
Professor Michael Weinstein, H averford
M o d e rn L a n g u a g e s — S p a n ish
Professor Peter Earle, University o f
College
Pennsylvania
En g lish
Professor Margreta DeGrazia, University o f
P h ilo s o p h y
Professor Sharon Armstrong, Lafayette
Pennsylvania
College
Professor Elin Diamond, Rutgers University
Professor Julia Epstein, Drexel University
Michael Ferber, Coalition for New Foreign &
Professor Ted Cohen, University o f Chicago
Professor Geoffrey Joseph, University o f
M ilitary Policy
Professor Philip Fisher, Brandeis University
250
Southern C alifornia
Professor William McBride, Purdue University
Professor Richard Patterson, Emory University
Professor David Rosenthal, City University o f
Professor Geroge C. Rosenwald, University o f
New York
M ichigan
P h y s ic s
Professor Neal B. Abraham, Bryn Mawr
College
Professor Ralph Baierlein, W esleyan University
Professor Robert Hilborn, O berlin College
P o litic a l S c ie n c e
Professor Douglas Bennett, Temple University
Professor Nancy Bermeo, Princeton University
Professor Thomas Bossert, Sarah Lawrence
College
Dr. Cheryl Christensen, U.S. Dept, o f
Agriculture and University o f M aryland
Professor Stephan Haggard, Harvard
University
Professor J. W oodford Howard, Johns
Hopkins University
Professor Jack H. Nagel, University o f
Pennsylvania
Professor Joan Tronto, Hunter College
Professor John W aterbury, W oodrow W ilson
School o f Public & International A ffairs
Dr. Alan Silberberg, The American University
Professor J. David Smith, The New School for
Social Research
R eligion
Phillip Berryman
Professor Stephen N. Dunning, University o f
Pennsylvania
Susannah Heschel, University o f Pennsylvania
Professor Gananath Obeyesekere, Princeton
University
Professor John P. Reeder, Brown University
Professor John Strong, Bates College
James Tanis, Bryn Mawr College
S o c io lo g y & A n th ro p o lo g y
Professor Christine Fry, Loyola University o f
Chicago
Carl Kendall, A .l.D .
Professor Gananath Obeyesekere, Princeton
University
Professor Magali Sarfatti-Larson, Temple
University
P s y c h o lo g y
Professor Sharon Armstrong, Lafayette
Professor Barry Schwartz, University o f
College
Professor Carmen Sirianni, Northeastern
Dr. Robert Becklen, Sarah Lawrence College
Dr. Douglas Davis, Havcrford College
Dr. Jill Morawski, W esleyan University
Dr. Glen Rosen, W ellesley College
Georgia
University
Professor R. Stephen W arner, University o f
Illinois
251
Degrees Conferred
June 3 , 1985
BACHELOR OF ARTS
Edwin George Abel III, Chemistry
Ian Mark Aberbach, M athematics
Bruce Davenport Abernethy, Economics
Franz Gustave Amador, Biology
Steven Scott Anderson, Sociology &
Anthropology
jean-Louis Leslie Arcand, Economics
Pedro Pablo Auger, Economics
Benjamin Tom Backus, M athematics
Charles Swigart Barker, English Literature
Ned Elliot Barlas, Economics
Stephen Blake Barnard, English Literature
Andrew Benjamin Becker, Biology
David Anton Bedell, Special M ajor:
Linguistics with Computer Applications
Frances Belkin5, Psychology
Arthur Francis Bergh, Chemistry
Jay Garrett Black, Psychology
Leslie Frances Blum, Biology
Pierre Roger Bonenberger, Economics
Lisa B. Boots, Biology
Jan Boswinkel, Economics
Daniel Blain Brandt, Economics
Julie Anne Brill, Biology
Boyd Janney Brown II, Economics
Suzanne Buckley, M athematics
Sonia Isabel Burgueno, English Literature
Maria Michele Cancian, Sociology &
Anthropology
John Charles Caparusso, Economics
Glen Edgar Carman, Literature
Joseph Thomas Carney, Economics
Lynn Aarti Chandhok, English Literature
Perry Douglas Chang4, Economics
Carol Randolph Chason, History
Amanda Newton Cheetham5, Biology
Jonathan David Choi, Physics
Michelle D. Chronister, Psychology
Jane Elizabeth Clough3, Political Science
William Alan Cohen, English Literature
Gregory Joseph Colman, English Literature
Janet Marie Conrad, Physics
Peter Joseph Coveleski, Biology
Sean Patrick Crowley, Economics
Tamar Rodeheaver Datan, Sociology &
Anthropology123
1 with the Concentration in A sian Studies
2 with the Concentration in B lack Studies
3 with the Concentration in International Relations
252
Elizabeth Wolfe Davies, Sociology &
Anthropology
Philip Gerrit DeBaun, Economics
Audrey Hope De Silva, Biology
Evan Alexander Diamond, English Literature
Ann Christine Dibble, Special M ajor:
Cultural Anthropology
Joan Carolyn Differding, Physics
D. Gene Dillman II, Biology
Stephen Gregory DiMagno, Chemistry
Jean Marie Di Pirro, Psychology
Joanne Mary Dixon, Psychology
Keith R. Dolliver1, History
Benjamin George Druss, Special M ajor:
Psycholinguistics
Benjamin W ard Dugan, Philosophy
Mary Ann Early5, Psychology
Mark Cabot Easton, History
Bruce Alan Ehrlich, Chemistry
Yvonne Esselen, French
Babak Etem ad5, Biology
Marian Ann Evans, Biology
Sara W est Fenander, Literature
Margarida M. Simoes Ferreira, Political
Science
Stephen D. Fisher4, Political Science and
Psychology
Michael Edward Frontczak, Sociology &
Anthropology and English Literature with
Concentration in Theatre
Jeffrey Paul Fullam, Philosophy
Christy Ann Fusco, Art History
John Luke Gallup, Economics
Joshua Paul Gamson, Political Science
Maria Soledad Garcia, Biology
Paul Allen Garrity, Chemistry
Antoinette Grace Gifford, Political Science
Susan Lee Gigler, Biology
Jeffrey Hugh Giles, Biology
David Ronald Gill, Philosophy
Nancy Elizabeth Goldston, Political Science
Joshua Daniel Goodman, Political Science
Sheilah Ann Goodman4, Special M ajor:
Political Science
Gordon Allen Govens, Philosophy
Erin Patricia Gramling, Russian
4 with the Concentration in Public Policy
5 Secondary School Teaching C ertificate
Charles Case Green, English Literature
Laura Morgan Green, English Literature
Edward Medford Greene, Jr., Psychology
James Everett Gregory, History
Rebecca Hall, History
Anne Melanie Hamel, Religion
Mark Richman Handwerger, Economics
Lucy Ellen Harrington, Biology
Barbara Jill Harris, English Literature
Sherry Lynn Hartenstine, Special M ajor:
Psychology, Education and Linguistics
Mitchell Steven Hartman, Religion
Samia Hasan, Psychology
Mark Nadeem Hashim, Chemistry
Susan Kim Hatter, Psychology
Charles Loy Hawley, Psychology
David Burke Hawver, Special M ajor:
Biochemistry
Jeffrey Ewing Herrick, Biology
Marc Randall Hills, Psychology
Elizabeth Hoffman, Music
Margie Lou Homer, Chemistry
Margarethe Abigail Honeywell, English
Literature
Sarah Beth Hufbauer, History
Richard Paul Hughey, M athematics
Daniel Parth lift, Physics
Stacey Evelyn Young Jackson12, Political
Science
Laurie Susan Jamieson, Political Science
David Raymond Jardini, Economics
Paul Bourquin Jaskot, Art History and English
Literature
Tonya Renee Jenkins, Biology
Jennifer Johnson, Philosophy
Christopher L. Jones, Economics
Jay Lewis Junior, Psychology
Charles William Kalish, Psychology
Kristen Elizabeth Kann, English Literature
Todd Kenneth Karakashian, Physics and
M athematics
Michael H. Keene, Religion
Mary Lee Kelly, Economics
Jonathan Sidway Kimmel, Political Science
Timothy S. Kinnel, Physics and M athematics
Robert Ernest Klein, Jr., Economics
Tom Christopher Klein, Economics
Liza Beth Knapp, Special Major: Biology
and Religion
1 with the Concentration in Asian Studies
2 with the Concentration in B lack Studies
3 with the Concentration in International Relations
Keith Frasier Koffler, Political Science
Hillary Veda Kunins, Religion
Bruce Timothy Lamb, Biology
Regina Stella Lambert, Special M ajor:
Biochemistry
David Keith Landes, Psychology
Barbara Susan Jenkins Langford, Political
Science
Benjamin Lewis Langhinrichs, Special M ajor:
Latin American Studies
Patricia Christine Lansing4, Economics
Jeffrey Michael Lating, Psychology
Allison Kay Lawrence, Psychology
In-Ho Lee, Special M ajor: Biochemistry
Patrice Gail Leeds, Economics
Eugenia Angela Leemans, Political Science
Sarah Denise Leonard, Sociology &
Anthropology
Carolyn Jane Lesjak, English Literature
Daniel Warren Levi, M athematics
Susanna Tracy Levin, History
Andrew A . Lewis, Economics
An-Yu Andrew L iu 1, Biology
Michael Alan Locher, Physics and Sociology &
Anthropology
Jennifer Anne Lombard, English Literature
Daniel Adam London, History
John Turnbull Longley, English Literature
Andre Landsberger L orch 3, Economics
Adam Teller Lottick, Psychology and Special
M ajor: Biochemistry
Shannon O ’Neill Louden, Political Science
Marcus Rafael Luperini, Physics
Kathryn Ellen Mahan, Biology
David Hugh Malone, Special M ajor:
Bioanthropology
Melissa Lee Mandrell, Special M ajor:
Women’s Studies and Religion
Laura Miriam Markowitz1, Religion
James M. Marks, Art History
Claire Regester Mathews, Sociology &
Anthropology
Robin Bryant Maynard5, English Literature
Lydia Ruth McClister, Biology
Catherine Ann McCulley, History
Julieann Grace McGarry, Political Science
Thomas Anthony McHugh, Psychology
Alison Cochrane McLean, Art History
Jan Marie Merin, English Literature
4 with the Concentration in Public Policy
5 Secondary School Teaching C ertificate
253
Degrees Conferred
Jonathan Robert Miller, English Literature
Sara Kay Miron, History
Timothy Buell Mitchell, Physics
Laura Ashley Moody, Russian
Timothy George Oakes Morford, History
Andrew Rolf M orral, Sociology &
Anthropology
Deirdre Ruth Murano, French
Stratis Narliotis, Sociology & Anthropology
Renato Negrin123, Economics
Phillip Louis Neiman, Economics
Valerie Jean Newman, Biology
Christopher John Nolan, Political Science
Daniel Jon Nordin, Special M ajor: Biochemistry
Thomas John O ’Brien, Special M ajor:
Computer Science and Psychology
Robert Francis Opet, Biology
Jeffrey Paul Orrell, Art History
Paul von Hartz Owens, History
Andrea Covington Packard, English Literature
Spiro Constantine Paissios, Economics
Cynthia Lynn Palman, Biology
Candace Lee Patmore, Economics
Paul David Patton, English Literature and
Political Science
Christopher P. Perkins, Biology
Geoffrey Charles Phelps, English Literature
David Lawrence Pike, Special M ajor: Film,
Literature and Critical Theory
Kenneth Daniel Pitts5, Psychology
Susan Poser, Greek
John Michael Proeller, Religion
Eric Anderson Prothero, Economics
Judith M. Rachel, English Literature uiith
Donald Gordon Rowe, English Literature
James Andrew Rowley, Biology
Mary Louise Roy, Special M ajor:
Psychobiochemistry
Christine Marie Sadowski, Psychology
Ruwan Navindra Salgado, Economics
Steven Richard Salovitch, Economics
Mary Susanna Salter, Biology
Dorris Annette Sampson2, Political Science
Sarah Jean Sangree, Psychology
Yatin Pratap Saraiya, M athematics
Sandra Marie Sarro, Psychology
Sanjaya Saxena, Psychology
Holly Renee Scheider, Special M ajor:
Women’s Studies
Philip Abraham Schnyder, Political Science
Patricia Lynn Scholz5, Political Science and
Psychology
Christopher Anand Scott, Religion
John Calvin Scott, Economics
Jeffrey Todd Seagraves, Psychology
Serge Gregory Seiden, Political Science
Nina Seigelstein, History
Kathleen Marie Sexton, Psychology
Steven Richard Shareshian, Economics and
M athematics
Antony Michael Sheriff, Economics
Melissa Anne Shields, Economics
Wayne Alan Shields, English Literature
Charles W inton Shrewsbury II, Music
Salem David Shuchman, Political Science
Rebecca Adams Sielman, History
Melanie Carol Smith, Special M ajor:
Biochemistry
Concentration in Theatre
Raissa Ingrid Radell, Art History
William James Reese, Sociology &
Anthropology
Adam Andersen Reeves, Political Science
Michael Anthony Reil, Psychology
Charles David Reiss, M athematics
Amanda Richards, Special M ajor:
Latin American Studies
Matthew Leonard Patrick Roach, Philosophy
Thomas W alton Roby V , M athematics
Lorna Susan Roney, Biology
Lourdes Maria Rosado, Political Science
Karen Abby Rosenthal, Psychology
Molly Dulcinea Roth, History
Elizabeth Ann Snowden, Chemistry
Deborah Spielberg, History
Timothy Paul Stanion, English Literature
Nathan David Stanley, Philosophy
Bruce Alan Stern, Philosophy
Edward Fredrick Stockburger, Economics
Susan Diane Stocker, Biology
Pamela Jill Stone, Literature
Jan Matias Sundgren, Economics
Andrew Hale Sutherland, Special M ajor:
1 with the Concentration in Asian Studies
2 with the Concentration in B lack Studies
3 with the Concentration in International Relations
4 with the Concentration in Public Policy
5 Secondary School Teaching C ertificate
254
Physics and Computer Science
Elizabeth Hamilton Sutherland, Greek
Yvonne Annette Tanner, Biology
George Brown Telford III, Political Science
Nicholas David Cecil Temperley, History
Gloria Denise Thomas2, English Literature
Abigail Elizabeth Thompson, Political Science
Wealthy Ann Thompson, Religion
Patricia Marie Jane Thornton1, Special Major:
SinO'Soviet Studies
Ida Maria Tikoff4, Political Science
Julia Ruth Toner, History
Robert Joseph Toner, Political Science
William Wei-Jen Tsai, Philosophy
Elizabeth Ann U re, Religion
Elizabeth Regine Varon, History
Brian Charles Veen, Philosophy
Marya Verhave, Biology
Anne Miriam Vigderman, Special Major:
Linguistics and Anthropology
Lise'Rachael Wagner, Political Science
Joseph William Walker, Music
Karen Elizabeth Walker, Sociology &
Anthropology
Brian Allen W all, Jr., Economics and
Thomas Joseph Walsh, Economics and
Psychology
John Howard Weinstock, Special Major:
Psycholinguistics and its Application to
Japanese
David S. Weiss, Biology
Daniel Jacob Weitzner, Philosophy
David Paul Weliky, Chemistry
Julie Lynn Whitbeck, Biology
Gweneth Giles W hitman, Sociology &
Anthropology
Margaret Grace Williams, Psychology
Patrik David Williams5, English Literature
Jennifer Lilian W ilson5, Biology
Ruth Morse Woodliff, Religion
Stanton Emerson Fisher W ortham, Psychology
Kimberly Elaine W right5, Psychology
Thomas David W right, Jr., English Literature
Roberta May Hwa W ue, Art History
Howard W uk Yoon, Chemistry
Psychology
BACHELOR OF SCIENCE
Daniel Blain Brandt, Engineering
Joseph Thomas Carney, Engineering
Bart Edward Cassidy, Engineering
Spencer Charles Craig, Engineering
Benjamin W ard Dugan, Engineering
Susan Patricia Dunning, Engineering
Stefan Michael Gabriel, Engineering
Tole John Hart, Engineering
Marc Alan Hubbard, Engineering
Richard Paul Hughey, Engineering
Bramley Robert Maber, Engineering
Ellen Meeks, Engineering
Edward Phillip Morse, Engineering
Robert McKinstry Neff, Engineering
Stephen Murray Nicolson, Engineering
Onuoha Ogbuagu Odim, Engineering
Candace Lee Patmore, Engineering
Hicham Qadiri, Engineering
S. Aileen Read, Engineering
Wayne Evans Reeser, Engineering
Lee G. Richmond, Engineering
Paula Maria Rockovich, Engineering
Ruwan Navindra Salgado, Engineering
Yatin Pratap Saraiya, Engineering
Christopher Anand Scott, Engineering
Antony Michael Sheriff, Engineering
Steven Mark Silkes, Engineering
Edward Fredrick Stockburger, Engineering
Jill Lynn Sutherland, Engineering
Seow Hwee Tan, Engineering
James Howard Willey, Jr., Engineering
MASTER OF ARTS
Linda Faulk, Psychology
1 with the Concentration in Asian Studies
2 with the Concentration in Black Studies
3 with the Concentration in International Relations
4 W § ( 3 Concentration in Public Policy
5 Secondary School Teaching Certificate
255
Awards and Distinctions
June 3, 1985
HONORS AWARDED BY THE VISITING EXAMINERS— 25 MAY 1985
H IG H ES T HONORS:
Sara Kay Miron, Stanton Emerson Fisher
W ortham.
HIGH HONORS:
Ian Mark Aberbach, Jean-Louis Arcand,
Charles Swigart Barker, John Caparusso,
William Alan Cohen, Elizabeth Wolfe
Davies, Keith R. Dolliver, Margarida Ferreira,
John Luke Gallup, Laura Morgan Green,
Daniel Parth lift, Charles William Kalish,
Kristen Elizabeth Kann, An-Yu Andrew Liu,
Laura Miriam Markowitz, Claire Regester
Mathews, Andrew R olf Morral, Phillip
Neiman, Thomas W alton Roby V , Lourdes
Maria Rosado, Jan Matias Sundgren, William
Wei-Jen Tsai, Elizabeth Regine Varon, Brian
Veen, David Paul Weliky.
HONORS:
Edwin George Abel III, Bruce Davenport
Abernethy, Pedro Auger, Benjamin Tom
Backus, Stephen Blake Barnard, Jan
Boswinkel, Sonia Isabel Burgueno, Maria
Michele Cancian, Lynn Chandhok, Perry
Douglas Chang, Tamar Rodeheaver Datan,
Mark Cabot Easton, Joshua Goodman,
Barbara Jill Harris, Sarah Beth Hufbauer,
Laurie Susan Jamieson, Michael H. Keene,
Jonathan Sidway Kimmel, Tom Christopher
Klein, David Keith Landes, Carolyn Lesjak,
Daniel London, Timothy Buell Mitchell,
Christopher Nolan, Paul von Hartz Owens,
Andrea Parkard, Susan Poser, William James
Reese, Adam Andersen Reeves, Molly
Dulcinea Roth, Steven Richard Salovitch,
Serge Seiden, Salem Shuchman, Timothy
Stanion, Nathan David Stanley, Bruce Alan
Stern, Elizabeth Hamilton Sutherland,
Thomas Wright, Howard Wuk Yoon.
DISTINCTION IN COURSE AWARDED BY FACULTY
Franz Gustave Amador, Andrew Benjamin
Becker, David Anton Bedell, Daniel Blain
Brandt, Julie Anne Brill, Janet Marie Conrad,
Benjamin George Druss, Sara W est Fenander,
Stephen D. Fisher, Stefan Michael Gabriel,
Joshua Paul Gamson, Paul Allen Garrity,
Susan Kim Hatter, Jeffrey Ewing Herrick,
Richard Paul Hughey, Christopher L. Jones,
Mary Lee Kelly, Liza Beth Knapp, Robert
McKinstry Neff, Paul David Patton, David
Lawrence Pike, Eric Anderson Prothero,
James Andrew Rowley, Christine Marie
Sadowski, Mary Susanna Salter, Yatin Pratap
Saraiya, Christopher Anand Scott, Steven
Richard Shareshian, Rebecca Adams Sielman,
Melanie Carol Smith, Elizabeth Ann
Snowden, Susan Diane Stocker, Jill Lynn
Sutherland, Seow Hwee Tan, Nicholas David
Cecil Temperley, Marya Verhave, Anne
Miriam Vigderman, John Howard Weinstock,
David S. Weiss, Julie Lynn Whitbeck,
Kimberly Elaine Wright.
ELECTIONS TO HONORARY SOCIETIES
PH I B E TA K A P P A :
Edwin George Abel III, Ian Mark Aberbach,
Franz Gustave Amador, Jean-Louis Leslie
Arcand, Benjamin Tom Backus, Charles
Swigart Barker, David Anton Bedell, Julie
Anne Brill, William Alan Cohen, Janet Marie
Conrad, Elizabeth W olfe Davies, Benjamin
George Druss, Stephen D. Fisher, Stefan
Michael Gabriel, Joshua Paul Gamson, Paul
Allen Garrity, Richard Paul Hughey, Daniel
Parth lift, Christopher L. Jones, Charles
William Kalish, Kristen Elizabeth Kann, Liza
256
Beth Knapp, Claire Regester Mathews, Sara
Kay Miron, Robert McKinstry Neff, Phillip
Louis Neiman, Valerie Jean Newman, Robert
Francis Opet, Cynthia Lynn Palman, Eric
Anderson Prothero, Thomas W alton Roby
V, Lourdes Maria Rosado, James Andrew
Rowley, Christine Marie Sadowski, Mary
Susanna Salter, Yatin Pratap Saraiya, Melanie
Carol Smith, Elizabeth Ann Snowden, Seow
Hwee Tan, Wealthy Ann Thompson, Anne
Miriam Vigderman, David S. Weiss, David
Paul Weliky, Stanton Emerson Fisher
W ortham, Kimberly Elaine Wright.
S IG M A XI:
Edwin George Abel III, Ian Mark Aberbach,
Benjamin Tom Backus, Arthur Francis Bergh,
Daniel Blain Brandt, Julie Anne Brill,
Jonathan David Choi, Janet Marie Conrad,
Stephen Gregory DiMagno, Benjamin George
Druss, Bruce Alan Ehrlich, Stefan Michael
Gabriel, Paul Allen Garrity, Mark Nadeem
Hashim, Jeffrey Ewing Herrick, Richard Paul
Hughey, Daniel Parth lift, Charles William
Kalish, Timothy S. Kinnel, In-Ho Lee, An-Yu
Andrew Liu, Timothy Buell Mitchell, Robert
McKinstry Neff, Daniel Jon Nordin, Cynthia
Lynn Palman, James Andrew Rowley, Yatin
Pratap Saraiya, Sanjaya Saxena, Melanie
Carol Smith, Elizabeth Ann Snowden, Susan
Diane Stocker, Jill Lynn Sutherland, Seow
Hwee Tan, David S. Weiss, David Paul
Weliky, Julie Lynn Whitbeck, Kimberly
Elaine W right, Howard W uk Yoon.
T A U BE TA PI:
Stefan M. Gabriel, Richard P. Hughey,
Robert M. Neff, Yatin P. Saraiya, Antony M.
Sheriff, Jill L. Sutherland, Seow Hwee Tan.
FELLOW SHIPS
The Sarah Kaighn Cooper Scholarship to Sean
Thomas ’ 86
The Elizabeth Pollard Fetter String Quartet
Scholarships to Serena Canin ’88 , violin; Rani
Vaz ’8 7 , violin; Kevin Aires ’ 88 , viola;
Stephen Feldman ’ 88 , cello
Friends o f Music and Dance Summer
Fellowships: for music, Elizabeth Hoffman ’85
and Susan Rosenbaum ’8 7 ; for dance,
Margaret Huang ’8 7 and Sally Steffen ’87
Phi Beta Kappa Fellowship to James Andrew
Rowley ’8 5
The Hanntzh A. L eedom Fellowship to Lisa
Gross ’8 3 and Karen M. Swanson ’8 4
The Lang Graduate Incentive Fellowship to
Leslie Blum ’8 5 , Lisa Boots ’8 5 , and Edward
Williamson ’85
The Joshua Lippincott Fellowship to Tahir
Andrabi ’8 4 , Jeffrey Herrick ’8 5 , and Patricia
Kelly ’79
The Thomas M. McCabe, Jr. and Yvonne Motley
McCabe Memorial Fellowship to Tamara
Weinberg ’8 2 and Richard Yanowitch ’81
The Lucretia Mott Fellowship to Claire
Mathews ’85 and Raissa Radell ’85
The Martha E. Tyson Fellowship to Gloria
Thomas ’85
AWARDS AND PRIZES
The Academy o f American Poets Prize to
Kirsten Gruesz ’86
The Stanley Adamson Prize in Chemistry to
Danielle Casher ’ 86
The American Institute o f Chemists Award to
Elizabeth A . Snowden ’85
The American Chemical Society Scholastic
Achievement Award to Edwin B. Abel III ’85
The Boyd Barnard Award to Melinda Hoyt ’ 86
and Hilary Brest ’86
The Paul H. Beik Prize in History to Rebecca
A. Sielman ’8 5
The Tim Berman Memorial Award to Bruce
Abernethy ’8 5
The Alice L. Crossley Prize to Christopher
Scott ’8 5
The Flack Achievement Award to Abraham
Nicholas Morse ’8 7
The John Russell Hays Poetry Prizes: for poetry,
Alex Gavis ’ 86 ; for translation, Ian Maclnnes
’87 and Kairos Shen ’87
The Philip M. Hicks Prize to Charles Barker
’85
The Jesse H. Holmes Prize in Religion to Claire
R. Mathews ’85
The Ivy Award to Edwin Abel III ’8 5 and
Salem Shuchman ’85
The Kwink Trophy to Peter J. Coveleski ’85
and Edward F. Stockburger ’85
The McCabe Engineering Award to Yatin P.
Saraiya ’85
The Lois Morrell Poetry Award to Rebecca
257
Awards and Distinctions
Bernard ’86 and Susannah Sheffer ’8 7
The A. Edward Newton Library Prize to John
Gallup ’8 5 , first prize; Jean-Louis Arcand
’8 5 , second prize; David W . Vinjamuri ’86 ,
third prize
The O ak L e a f Award to Andrea Packard ’8 5
The May E. Parry Memorial Award to
Kimberly E. W right ’8 5
The John W. Perdue Memorial Prize to Carl A.
Palmer ’86
The William Plumer Potter Prizes in Fiction:
Joshua Gamson ’8 5 , first prize; Laura
258
Markowitz ’8 5 , second prize; Stefan Christian
’86 , third prize
The Judith Polgar Ruchkin Prize Essay to Joshua
Gamson ’85
The Rosita S am off Prize for Playwriting: Ian
Maclnnes ’8 7 , first prize; Ben Fulves ’8 7 ,
second prize
The Peter Gram Swing Prize to Charles
Shrewsbury ’85
The Melvin B. Troy Award to Stephen Dalton
’88 and Amelia Rudolph ’86
Enrollment Statistics
ENROLLMENT OF STUDENTS BY CLASSES 1984-85
Seniors
Juniors
Sophomores
Freshmen
Graduate Students
Special Students
TO TA L
MEN
174
147
177
199
W O M EN
132
160
195
TOTAL
306
267
337
394
69 7
60 7
1304
0
10
1
8
18
707
616
1323
12 0
1
GEOGRAPHICAL DISTRIBUTION OF STUDENTS 1984-85
New York
230
22 5
111
. 95
. 78
. 78
Massachusetts
. 52
. 35
Virginia
. 29
Illinois .
. 27
. 27
Ohio
. 21
.. 20
District (
. 19
. . 1T 55
North C aro lin a....................
. . 14
M inn esota..............
. . 12
Washington .........
. . 11
M ich igan ................
.. 11
Missouri ................
. . 10
W isco n sin ..............
Maine ..................................... 9
Oregon ..................................... 9
Arizona ..................................... 8
8
Colorado
Vermont ................................... 8
Georgia ..................................... 7
New M e x i c o ......................... 7
7
Rhode Island
New Hampshire .................. 6
Indiana ..................................... 5
K a n s a s ....................................... 4
Tennessee .................................4
O k lah o m a........................
3
B elg iu m ..................................
Cyprus .........................
Ghana .....................................
South A f r ic a .........................
Switzerland............................
Argentina ..............................
Austria ...................................
Bangladesh ............................
B o liv ia .....................................
B r a z il.......................................
Chile .......................................
C h in a .......................................
Dominican R e p u b lic..........
F i j i ............................................
Indonesia ..............................
Israel .......................................
K o re a .......................................
K u w ait.....................................
Lebanon ................................
Total U .S.A . . . . . . . 1240 Malaysia ................................
M orocco . . .
Mozambique
Netherlands
India
Canada ............................••• 6 Norway
France ......................................... 5 Singapore
Hong K o n g ...............................5 Sri Lanka
Japan
5 Swaziland
G re e c e ..................................... 4 Venezuela
Mexico ..................................... 4 W est G erm an y .............. •••* ^
Brazil
Total from Abroad ......... 81
Pakistan ................................
3
Thailand ....................................3 GRAND T O T A L . . . . 1321
United Kingdom ....................3
Puerto Rico .............. ......... 3
South C a ro lin a ......... ........... 3
Utah ........................... ........... 3
W est V irg in ia........... ........... 3
Wyoming ................ ! ........... 3
Alabama .................. ........... 2
Io w a ............................ ............2
Kentucky ................ ............2
Louisiana ................ . . . . . . 2
Mississippi .............. ............2
N ebraska.................. ............ 2
Nevada ..................... ............ 2
A la s k a ....................... ............ 1
A rk an sas................... ............ 1
Idaho ......................... ............ 1
Montana .................. ............ 1
South D a k o ta ......... ............ 2
Virgin Islan d s......... ............ 1
259
Index
Absence from examinations, 5 6
Academic honesty, 5 6
Administration and staff, 241
ADMISSION PRO CED U RE, 17
Application dates, 18
Scholastic Aptitude and Achievement
Tests, 18
School subjects recommended, 17
Advanced Degrees, 5 8
Advanced Placement, 19
Advanced Standing, 19
Advising, 3 5
Alumni Association Officers, 22 3
Alumni Council, 2 2 3
Alumni Office, 3 7
Ancient History and Civilization, 93
Arthur Hoyt Scott Horticultural
Foundation, 13
A rt History, 68
Arts, Studio, 4 0 , 7 2
Asian Studies, 7 4
Astronomy, 7 6
Athletic fields, see map
Athletics, 4 1 , 180
Attachments to Courses, 4 9
Attendance at Classes, 55
Automobiles, regulations 3 9
Awards and Distinctions, 2 5 6
Awards and Prizes, 6 0
Cornell Library o f Science and Engineering, 10
Corporation, officers of, 2 1 9
Courses o f Instruction, 65
Course Program, 4 4
Creative Arts, 52
Curriculum, 4 4
Dance, 4 1 , 172
Degree Requirements, 5 8
Degrees offered, 5 8
Degrees conferred, 25 2
Dining Hall, 3 3
Directed Reading, 4 9
Directions for Correspondence, 2
Directions for reaching the College, 2 6 8
Distinction in Course, 47
Distribution requirements, 45
Divisions and Departments, 2 3 9
Dormitories, 33
Drama, 4 1 , 118
Du Pont (Pierre S .) Science Building, 12
Bachelor o f Arts Degree, 5 8
Bachelor o f Science Degree, 5 8
Bequests, 10
Biology, 7 8
Black Cultural Center, 3 4
Black Studies, 8 5
Board o f Managers, 2 1 9
Committees of, 221
Botany, see Biology
Economics, 100
Education, 107
Education Abroad, 52
Emeritus Professors, 2 2 6
Endowed Professorships, 14
Endowment, 10
Engineering, 110
English Literature, 117
Enrollment statistics, 2 5 9
Equal Opportunity Office, 2 4 4
Equal Opportunity Statement, 2
Examination regulations, 56
Exceptions to the four-year program, 4 8
Exclusion from College, 57
Expenses, 2 0
External Examination
(Honors) Program, 4 4 , 4 7
Extra-curricular activities, 40
Calendar, College, 5, 6
Career Planning and Placement, 3 6
Center for Social and Policy Studies, 12
Chemistry, 8 7
Chester Internship Program, 4 2
Chinese, 159
Classics, 91
College Entrance Examinations, 18
College, committees of, 2 3 8
College jobs, 2 2
Comprehensive Examinations, 4 5 , 5 8
Computer Science, 9 6
Computing Center, 12
Cooper (W illiam J .) Foundation, 12
Cooperation with neighboring institutions, 52
Faculty advisors, 3 5 , 4 5 , 46
Faculty, committees of, 23 8
Faculty members, 2 2 6
Faculty Regulations, 55
Fees (tuition, residence, etc.) 2 0 , 5 9
Fellowships, 63
Financial Aid, 21
Fine A rts, see A rt History
Foreign students, 2 5 9
Formats o f Instruction, 4 9
Fraternities, 3 4
French, 160
Friends Historical Library, 11
Friends Meeting, 3 4
Geographical distribution o f Students, 2 5 9
260
German, 162
Gifts, 10
Grades, 55
Graduate study, 5 8
Graduation requirements, 58
(see also Distribution requirements)
Greek, 9 2
Grenoble Program, 53
Handicapped Student Services, 3 5 , 4 9
Health care, 3 4
Health Sciences Advisory Program, 51
History, 130
Honors Program,
(See External Examination Program)
Honors Examiners, 4 8 , 2 5 0
Housing, 3 3
Insurance, 3 3
Interdisciplinary work, 51
International Relations, 140
Judicial Bodies, 3 9
Lang Music Building, 12, 41
Language Laboratory, 12
Latin, 9 2
Leaves o f Absence, 57
Libraries, 10
Linguistics, 142
Literature Program, 145
Loans to students, 2 2
Madrid Program, 5 3
Map o f College grounds, 2 6 6
Martin Biological Laboratory, 12
Master’s degrees, 5 8
Mathematics, 1 46
McCabe Library, 10
Media, Student, 4 2
Medieval Studies, 154
Modern Languages and Literatures, 155
Music, 4 0 , 168
Music, performance, 16 9 , 172
Prizes, 6 0
PROGRAM O F STU D Y, 44
Freshmen and Sophomores, 45
Juniors and Seniors, 4 6
External Examination (Honors) Program, 47
Psychological Services, 3 4
Psychology, 195
Public Policy, 2 0 2
Public Relations, 37
Publications, College, 37
Publications, Student, 4 2
Registration, 56
Religion, 2 0 4
Religious life, 8 , 3 4
Requirements for Admission, 17
Requirements for Graduation, 5 8
(see also Distribution requirements)
Residence, regulations, 33
Russian, 164
Scholarships, 23
Scholastic Aptitude Test, 18
Scott Horticultural Foundation, 13
Sharpies Dining Hall, 33
Social Committee, 4 0
Sociology and Anthropology, 2 1 0
Spanish, 166
Special Major, 4 6
Sproul Observatory, 11, 76
Student conduct, 3 9
Student-run courses, 5 0
Student Council, 39
Student employment, 22
Student Exchange Programs, 52
Study Abroad, 52
Summer school work, 57
Swarthmore College Peace Collection, 11
Normal Course Load, 4 9
Tarble Social Center, 34
Theatre, Courses in, 125
Transfer, application for, 19
Tuition and other fees, 2 0 , 5 9
Tutorials, 4 9
Observatory, 11, 7 6
Upward Bound, 4 2
Papazian Hall, 12
Pearson Hall, 12
Philosophy, 175
Physical Education and Athletics, 180
Physical Education requirements, 5 7, 180
Physics, 182
Political Science, 188
Practical work, 5 0
Pre-medical Program, 51
Visiting Examiners, 2 5 0
Vocational Advising, 36
W ilcox (Florence) Gallery, 12
Withdrawal and Readmission
for Health Reasons, 3 8
W om en’s Center, 3 4
W om en’s Studies, 51
W orth Health Center, 3 4
261
Campus Map
Explanation of Buildings
1. Parrish Hall— Admissions O ffice, administration offices, business offices,
classrooms, and dormitory
Parrish Annex— Faculty offices, Communications Center
Scott Foundation Building—R elief map o f campus
Hall Building— Dance Studios and Security O ffice
Lang Music Building— Underhill Music Library, dance, music
Martin Biological Laboratory and Animal Laboratory—Biology, religion,
language laboratory, and education
7 . Cornell Science Library
8 . Du Pont Science Building—Chemistry, mathematics, and physics
9 . Beardsley Hall—Art history and studio art, Computing Center, and Wilcox
Gallery
10. Hicks Hall— Engineering
11. Trotter Hall—Social sciences and Center for Social and Policy Studies
12. Arts Center—Pearson Theatre, drama, and studio arts
13. Papazian Hall— Linguistics, philosophy, psychology, and engineering laboratories
14. Friends Meeting House
2.
3.
4.
5.
6.
266
*2B
ipggj
ll
aJ
W hittier House
6 . Scott Horticultural
Foundation Office
7 . W ister Greenhouse
8 . McCabe Library
9. Tarble Social Center
0 . W orth Health Center
1. Beniamin W est House—
Birthplace o f Benjamin
West (designated a
national historical
landmark) and
j faculty residence
|2. Bond Memorial and
Lodges—Dormitory space
I
and meeting rooms
»3. Robinson House— Black
I Cultural Center
14. Ashton Guest House
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Tennis Courts
Cunningham Fields
Clothier Fields
Bam
Lamb-Miller Field House—
Physical education
Tarble Pavilion—Physical education
W are Swimming Pool
Squash Courts
Service Building
Heating Plant
Fraternity and Social Lodges
3 6 . Sharpies Dining Hall
3 7 . Clothier Memorial— Site o f new Social
Center
3 8 . Sproul Observatory—Astronomy
3 9 . Scott Outdoor Auditorium
Dormitories and Residences
1. Parrish Hall
A. Dana Dormitory
B. Hallowell Dormitory
C. W harton Hall
D. W illets Dormitory
E. W orth Dormitory
F. M em Hall
6 . Palmer Hall
H. Pittenger Hall
I. Roberts Hall
J. Mary Lyon Building
K. Woolman House
L Professors’ Houses
M. Employees’ Houses
N. Courtney Smith House—
President’s House
Directions for Reaching
Swarthmore College
DRIVING
FROM THE NORTH
Follow NJ Turnpike South to PA Turnpike.
FROM THE PA TURNPIKE
Take Exit 24 (Valley Forge) and follow signs to Schuylkill
Expressway (Interstate 76). Take Route 3 2 0 South for 14.5
miles to College Avenue. Turn right on College Avenue.
FROM THE SOU TH
Follow Interstate 95 North and take the PA Route 3 2 0 Exit
in Chester, Pa. Follow PA Route 3 2 0 north for 4.1 miles to
College Avenue. Turn left on College Avenue.
TRAIN
The College is readily accessible from Philadelphia by train.
Amtrak trains from New York and Washington arrive
hourly at Philadelphia’s 30th Street Station. From 30th
Street Station, the SEPTA Media Local takes 21 minutes to
reach the campus.
AIR
An express bus runs from the airport to 30th Street Station
where you can take the SEPTA Media Local train directly to
the Swarthmore campus. The combined fare is less than
$4.00, and the trip requires about one hour. Taxi service is
also available. The fare is approximately $ 18.00, and the trip
requires about 30 minutes.
268
Swarthmore College Catalogue, 1985-1986
A digital archive of the Swarthmore College Annual Catalog.
1985 - 1986
272 pages
reformatted digital