STANFORD UNIVERSITY BULLETINS

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1 STANFORD UNIVERSITY BULLETINS [Second-class postage paid at Palo Alto, California. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, Authorized on August 23, Issued once a month in February, April. June, July, and November; twice a month in January, March, and August; and four times in May.] INFORMATION SUMMER SESSION HOPKINS MARINE STATION LET'S TALK ABOUT STANFORD COURSES AND DEGREES GENERAL STUDIES SCHOOL OF LAW SCHOOL OF NURSING GRADUATE SCHOOL OF BUSINESS SCHOOL OF MEDICINE Published annually in January February March April May May May June August August STANFORD ENGINEERING NEWS. Published in January, March, May, July, and November [School of Engineering. No charge.] Address: THE REGISTRAR STANFORD UNIVERSITY, STANFORD, CALIFORNIA OTHER UNIVERSITY PUBLICATIONS A catalog of books and pamphlets published by the Stanford University Press will be furnished on request. Address: STANFORD UNIVERSITY PRESS STANFORD, CALIFORNIA

2 CUBBERLEY LIBRARY Stanford University General Studies Program [While every effort is made to insure the accuracy of the information available at the time copy is prepared for this Bulletin, the University reserves the right to make changes at any time without prior notice.] Stanford, California Published by the University

3 Committee on General Studies (February, 1963} ROBERT A. WALKER (Chairman) FRIEDRICH W. STROTHMANN (Vice-chairman) GORDON A. CRAIG WILLIAM L. CROSTEN SANFORD M. DORNBUSCH JOSEPH M. PETTIT ROBERT R. SEARS ROBERT J. WERT The General Studies Bulletin has been prepared to assist you in making the best possible use of your time in the General Studies Program at Stanford. It is, in effect, a comprehensive guide to the courses which are available to you in fulfilling the requirements of the Program. With a few exceptions, there are optional routes to meeting these requirements. The purpose of this Bulletin is to help make your choices as informed as possible. It should be emphasized that this Bulletin is not concerned with school or departmental requirements for the several major fields. These are set forth in the Courses and Degrees Bulletin. A great many courses described in that Bulletin, which are available as electives or as parts of major programs, are not included here. The General Studies Bulletin is confined to describing the General Studies portion of a Stanford education and those courses which contribute to it.

4 Contents PAGE GENERAL STUDIES PROGRAM 5 Background Selection of Major Field Academic Advising Requirements Bachelor of Arts Candidates Additional Comments Overseas Program SUMMARY OF BASIC, AREA, AND ADDITIONAL A.B. REQUIREMENTS 14 COURSE DESCRIPTIONS 19 [Detailed Course Descriptions Follow\ A. BASIC REQUIREMENTS 19 English i, 2, 3 19 History i, 2, 3 20 Foreign Languages 21 Mathematics 22 Group Activities 25 B. AREA REQUIREMENTS 27 Humanities Fine Arts Archaeology (Classics) 28 Art 28 Architecture 34 Music 35 Speech and Drama 37 Philosophy, Religion Philosophy 41 Religion 46 Literature Humanities 61, 62, Asian Languages 50 Classics 53 English 57 French and Italian 62 Modern European Languages 64 Social Sciences Anthropology 69 Communication 70 Economics 70 Geography 71

5 GENERAL STUDIES PROGRAM Political Science 71 Psychology 72 Sociology 73 Natural Sciences Biology 74 Chemistry 74 Geology 75 Physical Sciences 76 Physics 77 C. ADDITIONAL REQUIREMENTS FOR A.B. DEGREE 82 Mathematics-Science Mathematics 82 Statistics 83 Philosophy 3 (Logic) 83 Psychology 60 (Stat.) 84 Anatomy 84 Physical Sciences 85 Senior Colloquia 87

6 The General Studies Program at Stanford University Background of the Program In the autumn of 1956 Stanford inaugurated a new educational program. The program was the product of two years of careful study of undergraduate education at the University, during which the faculty and administrative officers of the University examined the older program, looked at the experience of other universities, and asked the opinions of both present and former students. The result was a major change in the program of undergraduate education the first in some 35 years. The purpose of a university, as we see it at Stanford, is to do two things (i) to make available to each new generation of students, through a first-rate teaching program, the knowledge which man has gained about himself, his institutions, and the physical world of which he is a part, and (2) to advance the frontiers of knowledge, through the research and writing of a distinguished faculty. We regard these two functions as equally important. As an undergraduate, your primary interest is in the first. And it is the undergraduate teaching program which has now been changed. The undergraduate programs make it possible for you to begin the study of any particular subject in which you choose to specialize as soon as possible, and it at the same time insures that you benefit from a good program of general studies outside that field of major interest. It is this latter part of your education that is primarily concerned with the broad view of human experience which, in the end, distinguishes the educated man or woman from the uneducated. Selection of a Major Field Many students come to the University with a clear-cut goal. They know they want to become doctors, engineers, writers, or specialists in any other of the innumerable fields of study offered. Many students, however, are less certain, or are interested primarily in the general education which will make their later lives richer and more interesting. The General Studies Program is designed to meet the needs of each group. You may, if you wish, declare your intended field of specialization when you enter, and you will be permitted to begin the appropriate program of studies during the first year. On the other hand, you may leave the matter

7 GENERAL STUDIES PROGRAM open until as late as the beginning of your junior year, until you know something more about the alternatives available or while you tentatively explore areas of possible interest. If you leave it open, you will be guided and assisted in your choice of program by a General Studies Adviser until such time as you reach a decision. After that, you will be advised by a member of the department which you select for major study. It is important to note that the program at Stanford leaves the way entirely open for you to change your mind if you find that you have begun to specialize in a field that does not interest you as much as you thought it would. At any time, you may ask to be assigned to a General Studies Adviser or to another department, rather than remain with the department you originally chose. Our experience shows that a great many students do change their minds after entering the University. In general, we suggest that you choose a specific major field upon entering the University only if you are quite certain that you intend to pursue it. If not, it will probably be better to leave the choice open until you have conferred with your adviser or until your work at Stanford has opened to you a field of study that arouses your enthusiasm and interest. It is perfectly sound planning of your education to postpone this choice until you are fully ready to make it. It is equally sound to begin work at once if you know what you want to do. In some of the more technical fields of engineering and science it is essential that you do so if you are to avoid extending your undergraduate studies beyond the normal four years. Academic Advising Incoming freshmen receive a statement concerning academic advising at Stanford during the summer preceding their initial enrollment. In part this statement says: The long-range objective of our advising system is to bring the student to the point where he can assume a maximum of responsibility for his own academic program and can make wise decisions on his own. For some students this point can be reached more quickly than for others; but, in any case, the student should be made to feel as soon as possible that his intellectual development is his own responsibility. In brief, he should come to look to the adviser as a person from whom he can get friendly and reliable counsel. The adviser should not be expected to relieve the student of responsibility for decisions. Freshmen are assigned to academic advisers called "adviser associates" who are assigned according to residence halls. Freshmen must consult

8 GENERAL INFORMATION these advisers for assistance in program planning and signatures on study lists prior to autumn quarter registration and during each preregistration. The adviser associate is not necessarily identified with the major fields of any of his advisees, except in the cases of engineering majors and premedical students. He obviously will not be aware of the major requirements of all departments, but he can be expected to have an understanding of the University's General Studies requirements and to know where additional information may be obtained. His services are supplemented by a panel of "departmental representatives." Whether or not students have declared majors, they are encouraged to consult these representatives concerning the nature of the departmental majors in which they are interested, including courses offered and specific requirements. Sophomores who are undecided as to majors continue with the adviser to whom they were assigned as freshmen. Sophomores with declared majors, juniors, and seniors are assigned to departmental advisers. Sophomores, juniors, and seniors must consult their advisers for program planning and signatures once a year, at preregistration time for autumn quarter (in May), or on autumn quarter registration days. At other times the student needs only to obtain his study list card from his adviser or departmental headquarters and does not need to secure the adviser's signature unless the department so specifies. Students must report to the General Studies Office, m-f in the Registrar's Office, when they wish to declare a major, change a major, or change adviser (if major is undeclared). Students must declare a major by the end of the sophomore year, by preregistration time for autumn quarter if they wish to preregister for autumn quarter. Preregistration and registration procedures are explained in detail in the quarterly Time Schedule. General Studies Requirements In the past, it was the University's policy to devote the first two years (called the Lower Division) primarily to general studies, leaving the last two years very largely to concentration in the field of major choice. The General Studies Program is spread over the entire four years of undergraduate work. Both the administration and continued improvement of this program are under the supervision of the Committee on General Studies. Since the requirements are spread over four years, there is room for much greater flexibility than before in planning individual programs of study. A student may spend much of the first two years in fulfilling general studies requirements, or he may begin specialization early and carry

9 his departmental and general studies programs along together for four years. Whichever he chooses, there are certain definite requirements to be met. All students at Stanford take one full year of English composition and literature, and one year of the History of Western Civilization. The English requirement will normally be fulfilled during the freshman year. All students except candidates for the Bachelor of Science degree in certain technical and scientific fields must take Western Civilization during their first year. Bachelor of Science candidates unable to do so may take it later in their academic careers. All students must take either a foreign language or mathematics, and one or the other will normally be started in the first year. The average number of quarter units required is 18, although mathematics will commonly run to 21. Students who have had superior training in a foreign language, mathematics, English or certain other subjects in high school may be given University credit for a part of these requirements. Credit in the Advanced Placement Program, as it is called, must be arranged during the first quarter of residence at Stanford. Detailed information is available from the Office of Admissions. The courses and fields of study at Stanford all fall into three broad areas Humanities, Social Sciences, and Natural Sciences. There are certain University-wide requirements in each of these, and each student must fulfill the requirements in two of the three fields. He will not have General Studies requirements in the area in which he decides to major. The major department, however, is likely to require supplemental course work in the area of which it is a part. This will be determined in consultation with departmental advisers and is not part of the General Studies Program. In the field of the Humanities, the General Studies requirement calls for a total of eight quarter units, chosen from approved courses in at least two of the following three categories: (1) Art, Architecture, Music, Speech and Drama, and Archaeology (2) Philosophy, Religion (3) Literature In the Social Sciences, students will take two five-unit courses, designed to meet the needs of the educated citizen, from the following seven areas: (1) Anthropology (2) Communication (3) Economics

10 GENERAL INFORMATION (4) Geography (5) Political Science (6) Psychology (7) Sociology The General Studies requirement in the Natural Sciences is a basic minimum of 9 quarter units. The science you will take will depend upon your high school preparation. If you had no biology in high school, this will be taken first. If you had biology, and no other science, you will have an initial choice of a general course in the physical sciences or of certain specific sequences in physics, chemistry, or geology. A student who had both biology and a physical science in high school may choose biology or any of the physical science sequences as he sees fit. An important purpose of this Bulletin is to help you in the selection of appropriate courses in the Humanities, Social Sciences, and Natural Sciences. This should be done, of course, in consultation with your adviser at the proper time. It is important to be sure that the courses have been approved as meeting the particular General Studies requirements for which you intend to use them, for only these will count toward fulfilling such requirements. Your adviser will be informed of any changes made after this Bulletin has gone to press. Transfer Wor\ Since only the courses listed in this Bulletin are accepted in satisfaction of General Studies requirements or options, it follows that courses taken elsewhere must be the certified equivalents of courses described here if they are to be accepted in satisfaction of some part of the General Studies Program. When a student comes to Stanford as a transfer from another accredited collegiate institution, a liberal interpretation of what constitutes an equivalent course is made. However, when a student starts at Stanford and wishes to do part of his General Studies requirements elsewhere, it is incumbent upon him to be sure that the course or courses are equivalent to the Stanford courses. This must be determined by consulting in advance with the General Studies Office, m-f, in the Registrar's Office. Also, for students who start at Stanford, the General Studies Committee requires that at least one social science, at least one course in humanities, and at least one laboratory course in the natural sciences must be completed here. Double Majors Students who complete the requirements for more than one major must fulfill the General Studies requirements for the primary field. This is defined as the major field which the student selects to appear on his Bachelor's diploma.

11 GENERAL STUDIES PROGRAM General Studies for Bachelor of Arts Candidates The requirements of the General Studies Program discussed thus far apply to all students, whatever their major field of study. The only exception is that students are not held for the area requirement in the field of their major. Stanford offers two Bachelor's degrees. Students majoring in Chemistry, Earth Sciences, Engineering, Mathematics, Nursing, Physical Sciences, Physics, Physiology, and Statistics are candidates for a Bachelor of Science degree. All others are candidates for the Bachelor of Arts degree. For students in those technical and scientific fields leading to the B.S. degree there are no additional General Studies course requirements beyond those described above. Such students must follow a heavily prescribed program within their special fields if they are to complete their work within four years. Most students at the University, however, are candidates for the A.B. degree, the traditional degree given at the completion of a program of study in the liberal arts. Such programs of study are typically not as heavily prescribed by the departments in which the students elect to major as are the B.S. programs, and therefore provide more opportunity for augmenting general education. This is, of course, consistent with the more general purposes of the Bachelor of Arts degree. The program at Stanford recognizes this difference between the B.S. and A.B. degrees and prescribes certain additions to the General Studies requirements for the latter. These are not extensive in the total additional units involved (only 17), but they are considered most important in the kind of educational experience they afford. First, they carry the general program into the last year with a requirement that each student take part in two Senior Colloquia. These are small-group discussions or seminars in a wide range of subjects. Students will select two colloquia, both of them outside their major field. Since there are no prerequisite courses, they permit the student to read, explore ideas, and prepare essays on subjects of interest at a late stage in his University career. By this time, he will be able to draw upon the full range of what he has learned at the University to give mature and thoughtful attention to problems of great contemporary importance. Thus the Colloquia are something of a capstone to the Stanford undergraduate's Program of General Studies and a valuable supplement to advanced work in his major field. Above all, they will bring the professor and the student together in the kind of small intimate group that is all too often reserved for graduate study. The Senior Colloquia are discussed and described in detail beginning on page 87 of this Bulletin. The remaining requirements for the A.B. degree include 8 additional

12 GENERAL INFORMATION units of Natural Sciences. This may seem to make the total for Natural Sciences (17 units) somewhat higher than in the Humanities and Social Sciences areas. In fact, however, it about balances the actual total in the latter two fields, which include the required work hi English, foreign language, and Western Civilization. Students will also be expected either to improve their reading facility in a foreign language or, alternatively, to become acquainted with either mathematics or formal logic. This will involve a choice of one of the following: a general mathematics course, a course in logic, or an additional four units of reading in the language already studied. The mathematics or logic option, it is hoped, will be chosen by many as a means of overcoming what has often been a needless fear which many students have of mathematics or of the tools of precise logical analysis. But if it is closer to their interests, students may instead use the time to make their foreign language a more effective part of their educational equipment. Some Additional Comments on the Undergraduate Program By no means all of your undergraduate education is covered in the foregoing discussion of the new General Studies Program. There is a great deal more involved, part of it academic, part of it extracurricular. On the academic side, development of your specialization under the direction of a particular department is an essential part of your undergraduate experience. Honors programs are offered in a number of departments, or cooperatively among several departments. These permit individual study and development for the qualified student. Of more general application is the fact that good English is expected in all University course work and is a consideration in grading. It is not just an exercise limited to English classes. On die extracurricular side, the University is anxious to provide adequate opportunities for the cultural and social activities which can add to your educational experience in an infinite variety of ways. Much of this is up to you, although Stanford is concerned that you not forget that the primary purpose of a university education is intellectual growth. Other things are important, but they are secondary to this while you are a student. To help keep intellectual and other activities in some balance, all students are required to complete six quarters in supervised activities of recreational or avocational value. Here the goal is in part to help you cultivate or keep alive interests which will continue beyond the university and make the increased leisure of modern life more productive. Two of the six quarter requirements mentioned must be in some sport or physical activity. The

13 GENERAL STUDIES PROGRAM remaining four can be either in physical activity, or in work with orchestra, band, choir, dramatic productions or some other approved group activity. A complete list of activities approved for this purpose will be found on pages Beyond this lie a host of activities in student government, organizations, literary endeavors, etc., in which you can participate if you so desire. We only remind you to keep always in mind what a university is for, and that this be foremost in your plans and allocation of time and energies. Finally, we want to make clear that Stanford is continuing its search for ways and means of improving undergraduate education. Throughout your four years at Stanford we shall be learning all we can from your experience. Your cooperation to this end will contribute to your leaving the University an even better place to get an education than you found it. Stanford Overseas Campuses A special feature of Stanford's General Studies Program is the opportunity to attend the Overseas Campuses as an integral part of undergraduate education. These centers enable the student to study abroad for two quarters without loss of time or credits, and at the same cost for tuition, room, and board as at the home campus. The only fixed additional cost is for transportation home. Transportation to Europe is included in the regular fees. There are three European study campuses near Stuttgart in Germany, at Florence in Italy, and at Tours in France. They are operated as branches of the University. Students study courses in the humanities and social sciences taught by Stanford professors in residence, and have intensive training in the language of the country under native instructors. Most of the courses offered fill General Studies requirements. All of them are selected because they benefit by being taught in Europe. Supplementing the courses is a strong program of guest lecturers drawn from the rich and varied resources of European cultural, intellectual, and political life. Field trips are conducted to major European centers, selected for the significant contribution each trip can make to the current program at each center. These trips are, of course, reinforced by individual weekend and vacation travel. Perhaps even more important are the many opportunities for students to cultivate personal contacts with nationals of the countries from all walks of life. The new awareness of other people and cultures, plus the deepened perception of American life which such awareness produces, are major elements in the educational values of the program.

14 GENERAL INFORMATION 13 Two groups of students are admitted to the Overseas Campuses each year; times for making application are announced well in advance. Those admitted receive full academic credit, and the level of work expected is the same as on the Quad. Those planning to attend are advised to make plans as early as possible in their academic program, in order to avoid later conflicts with sequences in their major fields. Freshmen may apply to attend during their sophomore year and should make this possibility part of their early academic planning. Juniors and seniors are equally eligible, however, and are encouraged to take advantage of the program. Language prerequisites are kept at a moderate level, in order to make it possible for students in virtually all academic fields to attend. The specific details of the program and the application procedure are contained in a separate brochure issued with the applications. By carefully planning their programs in advance, few students will find difficulty in fitting a six months' term abroad into them. It is anticipated that two additional campuses will be opened, in England and in Austria, during the academic year For additional information, see Stanford Overseas Campuses.

15 A Summary of Basic, Area, and Additional A.B. Requirements This brief review summarizes the requirements of the General Studies Program. In following sections there are set forth the criteria for selection of the courses in the Program, as well as the content of each course, outside reading assigned, written work required, and other details. The Program of General Studies extends over the full four undergraduate years. The General Studies requirement as outlined below must be fulfilled in addition to the requirements established by the student's major department. A student may declare his major at any time during the first two years, and he must declare it by the beginning of his junior year. A University unit is normally equivalent to one hour of recitation per week for a quarter. Thus, if a class meets on Monday, Wednesday, Friday from 8:00 to 9:00 three hours a week the student receives three units for it. For each hour of recitation, two hours of preparation are assumed. If a student works three hours in a laboratory for which there is no outside preparation, he receives only one unit. An average quarter's work is fifteen units. Students are advised not to overload (i.e., take more than 15 or 16 units) except in unusual circumstances, in order to obtain the greatest value from the courses in which they are enrolled. In his first quarter the entering student may not take fewer than 13 credit units (or 12 credit units plus a non-credit group activity), nor more than 16 credits, except by petition. After the first quarter any student may enroll for no fewer than 13 credit units (or 12 credit units plus a non-credit group activity) and for no more than 18 credit units. A student with a B average, however, may take more than 18 units without petition. NOTE: No course may be taken to satisfy more than one General Studies requirement. A. BASIC REQUIREMENTS FOR ALL STUDENTS 1. ENGLISH i, 2, 3 Freshman English (Composition and Literature). 2. HISTORY OF WESTERN CIVILIZATION, History i, 2, FOREIGN LANGUAGE OR MATHEMATICS Students may choose to complete either a foreign language or a mathematics series. 14 a. Foreign Language Acquisition of a reading ability equivalent to that reached in the following courses: Chinese 21, French 23, 82, German 23, 53, 82,

16 SUMMARY 15 Greek 23, Hebrew 23, Italian 23, 82, Japanese 21, Latin 23, Russian 52, Spanish 23, 53. b. Mathematics Completion of the final course of any of the following sequences or the equivalent: i. Mathematics 10,11,21,22,23 y 2. Mathematics 41, 42, Mathematics 41, 52, 53 Mathematics 41, 62, 63 (recommended for Social Science majors) Students who show deficiencies in Algebra or Trigonometry on the mathematics qualification test may be required to enroll in Mathematics B before taking Mathematics 10 or 41. NOTE: See Section "E" below for statement concerning tests in Language and Mathematics. 4. ACTIVITY REQUIREMENT All undergraduate students except veterans, married students, and students over 24 years of age are required to participate in organized activities to a total value of 6 non-credit units. No more than 2 of such units will be counted in any one quarter. During the freshman and sophomore years at least 2 units of this requirement, i each year, must be devoted to a physical acitvity, including varsity teams, supervised intramural sport, organized physical education classes, and other physical activity offerings as listed in the Time Schedule. The remaining 4 units may be fulfilled either in physical activity offerings or in group activities approved by the General Studies Committee. These include musical, dramatic, and other approved activities listed on pages Enrollment in ROTC will be accepted, quarter for quarter, in satisfaction of all or part of this requirement. B. AREA REQUIREMENTS FOR ALL STUDENTS Every student is exempt from the General Studies Area Requirements within that area humanities, social sciences (including communication, history, and speech pathology and audiology), natural sciences (including mathematics, applied sciences, and engineering) in which he majors. This exemption does not affect the Basic Requirements in mathematics, foreign languages, English, and History of Western Civilization, as listed under "A" above. All students must therefore complete the following

17 16 GENERAL STUDIES PROGRAM requirements in the two areas in which they are not majoring. The Humanities and Social Sciences area requirements are automatically fulfilled by students who attend Overseas Campuses. 1. HUMANITIES A minimum total of 8 units selected from General Studies courses in at least two of the following three fields: a. The Fine Arts (including Archaeology, Art and Architecture, t Music, and Speech and Drama) b. Philosophy, Religion c. Literature 2. SOCIAL SCIENCES Two 5-unit General Studies courses selected from the following: a. Anthropology i b. Communication i, c. Economics i (see Section D$) d. Geography i e. Political Science i (see Section 05) - j f. Psychology i g. Sociology i 3. NATURAL SCIENCES Students who have not taken biology in high school will take Biology i, 2, 3. Those who have had biology but no physical science in high school will take one of the following complete series: a. Chemistry i, 2, 3 (13 units) If. Geology i, 2 (10 units) c. Physical Sciences i, 2, 3 (9 units) d. Physics 21, 23, 29 (12 units)* e. Physics 51, 52,53,54, 55,56 (15 units)* Students who have taken both biology and a physical science in high school must take eidier the biology series or one of the complete series above. The series taken in satisfaction of this requirement must include laboratory. - I C. ADDITIONAL REQUIREMENTS P XE?pR CANDIDATES FOR THE^.JDEGREE i. ONE OF THE FOLLOWING^ - - "*- - " """~" a. Mathematics i and 2, Statistics 50, or an advanced mathematics * Majors in the physical sciences and engineering normally enroll in the Physics 50- series; other students, including premeds, normally enroll in the 20-series.

18 SUMMARY 17 course making use of calculus if mathematics was chosen under "A" above. b. Philosophy 3 (Logic). c. 4 units of additional reading in the foreign language which the student took under "A." (This requirement may be fulfilled either in consultation with the student's own major department, or by taking Fr54, 84, 654, 84,1184, R54, Sp54, or by taking a language reading course numbered 100 or higher. Certain courses in Chinese and Japanese with lower numbers will be accepted. This requirement may also be fulfilled by the language instruction at an Overseas Campus if the student has completed the "A3" basic language requirement before going overseas.) ADDITIONAL COURSES in the natural sciences: that number of units which, when added to the work completed under "63," brings the total to 17 units. This additional work must be selected from the following courses in such a way as not to duplicate subject matter covered under "63." Courses listed under "a" through "e" may be taken without laboratory in satisfaction of this requirement, but credit will be reduced correspondingly. Requirement "63" must include laboratory. a. Biology i, 2,3 b. Chemistry i, 2,3 c. Physical Sciences i, 2, 3 d. Physics 21, 23,29; 51, 52, 53, 54, 55,56 e. Geology i, 2 /. Mathematics 10, n, 21, 22, 23; 41,42,43; 52, 53; 62,63 g. Philosophy 3 (Logic) h. Statistics 50 i. Psychology 60 ;'. Anatomy 114 ^. Physical Sciences 5, 6,7, 50,100 SENIOR COLLOQUIA Two colloquia of 2 units each, as listed in the Time Schedule, under "Senior Colloquia." No more than two senior colloquia may be taken for credit. The following A.B. candidates are exempt from the Senior Colloquia requirement: a. Students taking their senior year of undergraduate study as their first year in the School of Law or the School of Medicine

19 i8 GENERAL STUDIES PROGRAM If. Students enrolled in Honors programs in Humanities and in Social Thought and Institutions. D. SEQUENCE REQUIREMENTS FOR ALL STUDENTS 1. During their first quarter in residence, all students will take English I, and foreign language or mathematics, unless they have fulfilled the basic language requirement by placement examination. 2. Students will normally complete the English i, 2, 3 sequence during the first year, and continue the language or mathematics sequence during the first two years. 3. All candidates for the A.B. degree should take History of Western Civilization during the freshman year. 4. Any mathematics courses taken in fulfillment of the A.B. requirement should be taken as early as possible. 5. Economics i may not be taken before the spring quarter of the freshman year, and Political Science i has as prerequisites History i and Majors in the Humanities and the Social Sciences should not unduly postpone their science requirements under "63." E. ADVANCED PLACEMENT Stanford participates actively in the College Board Advanced Placement Program. Students may be awarded, on the basis of College Board Advanced Placement tests or of Stanford tests, a maximum of 45 units of graduating credit for superior work done in high school. Both advanced placement in Stanford courses and college credit are given on the basis of these examinations. Ten units of credit are automatically awarded for each College Board Advanced Placement examination taken during the senior year in secondary school and on which a grade of 4 or 5 is received. Placement tests in languages and qualifying tests in mathematics are given at Stanford during the orientation period. In language, graduating credit may be given on the basis of these tests, but in mathematics a separate test is administered by the Mathematics Department for the purpose of determining credit. Students desiring credit for formal college or university work, taken while in secondary school, must apply for it during their first quarter of residence at Stanford.

20 The remaining pages of this book describe in some detail all the courses which can be used in satisfaction of general studies requirements or options. Basic Requirements Following are the detailed descriptions of courses set forth in the summary of Basic Requirements (page 14): English ENGLISH i, 2,3: FRESHMAN ENGLISH (3 units each) Scope Freshman English, a three-quarter writing course, is designed to teach the student how to express himself effectively and at an educated, adult level in standard English. Associated with this aim, and inseparable from it, is training in critical reading and clear thinking. The reading provides the models and sdme'offhe subject matter for student papers; in particular, it exemplifies the kind of logical control that characterizes all sound writing. The three parts of the course (English i, 2, and 3) combine to give the student: a steady, sense.of.growth. As his writing improves7he is asked to deal with subjects of increasing complexity and sophistication. As he becomes a more perceptive reader, he confronts literature demanding a fuller involvement of his critical understanding and his imagination. In harmony with the central purpose, the materials of the course move from expository prose (chiefly essays) to yarimisj:oj^s^^^ literature: the short story, thenovejl poetry, and drama. TJbxoughout, i"* 1 "' ""* "SiijP'i * s * w "^Y'*7fc««^w»-~«'^»^4K.* """WKS^w- «""'*'* *ap-*r/m«ttf?6 "es^ssbs^^"---^, f-~i ~" " ' ' composition and literaturejunction together. The mam work of the course fcfoirnednon in small sections (limited to 25 students), which are taught both by professors and by carefully selected and trained junior staff members. A program of lectures supplements the work of the sections. Reading Principal readings are taken from anthologies of essays illustrating problems of exposition, a collection of short stories, a collection of poetry, and several novels and plays of distinction. Requirements Regular assignments in writing, chiefly expository, will be made throughout the year. Special sections of the Freshman course (is, 28, 38) are organized for the student who demonstrates unusual aptitude. Here he is given more exacting writing assignments and more literary analysis. 19

21 GENERAL STUDIES PROGRAM ENGLISH 4: FRESHMAN ENGLISH: SEMINARS (3 units) Scope These are open by invitation to a limited number of students of creative ability who have already shown (in English i, 2, is or 28) the capacity to write lucid expository prose. There will be small groups devoted to various kinds of writing, including fiction and poetry. The seminar may replace, for those invited, one quarter of regular or special Freshman English. Where 4 is substituted for 3 or 38, an introduction to poetry will be included. History HISTORY i, 2,3: HISTORY OF WESTERN CIVILIZATION (4 units each) Scope This sequence of three quarters is a historical study of the Western world from antiquity to the present. The course gives approximately equal time to man's efforts to solve his social problems and to his intellectual and aesthetic aspirations and achievements. It is more closely related to the history of ideas than to either the orthodox introduction to the social sciences or the older type of predominantly political history. Primary objectives, consequently, are to acquaint the student with the background and development of the Western tradition, to give him some understanding of the ideals, struggles, and accomplishments of his predecessors, and to enable him to work out the meaning of the past. This requires that the student be encouraged to participate actively in the acquisition of his education, which here must be taken to mean intellectual grasp or discernment as well as a substantial body of historical information. By engaging frequently in the analysis and interpretation of the assigned materials, and by presenting his own views and examining those of other students in small discussion groups, he is given an opportunity to learn to think clearly and critically and to express himself effectively. In order better to achieve diis end, three of the four meetings each week are in discussion sections of less than 25 students.. The fourth meeting is a lecture open to all students in the course. For the series of lectures presented each quarter specialists from many departments of the University as well as historians are called upon, ranging from archaeology to political theory, from music to chemistry. Reading Assignments include a range of secondary works and selections from such source materials as classics of literature, philosophy,

22 BASIC REQUIREMENTS FOREIGN LANGUAGES 21 religion, economics, science, and history; collections of documents, biographies, law codes, religious writings, and critical essays. Such names as these, to cite only a few, appear in the assignment lists: Thucydides, Plato, Sophocles, Cicero, St. Augustine, St. Thomas Aquinas, Machiavelli, Martin Luther, John Calvin, Newton, Bossuet, Voltaire, Franklin, Burke, Adam Smith, Darwin, Freud, Stalin, Hitler, Huxley, Niebuhr, and T. S. Eliot. There are selections from the Bible, the Federalist, Parliamentary reports, and papers of the United Nations. Other documents such as Magna Carta and the Constitution of the United States are read in their entirety. Requirements Required reading for each meeting of the discussion groups varies from about 30 to 100 pages, according to the character of the works included. Prepared essays are required in addition to the final examinations. Each instructor, as early as possible, invites the best qualified students in his three sections to proceed under the Independent Study Program which allows for much more individual work, very small and relatively more advanced weekly discussion groups, and considerable writing of historical essays, which are discussed critically by the student's independent group at its weekly meeting. Foreign Languages The basic requirement in foreign language is the acquisition of a reading ability equivalent to that normally attained in two years of instruction, or in a shorter time at a more accelerated pace. The pace varies among the different languages. In Latin and Greek the minimum sequence includes Courses i, 2, and 3 in the first year and Courses 22, and 23 in the second year, each course for three or jour units of credit. In Hebrew, the minimum sequence is Course i, for jour units of credit, and Courses 2 and 3, each for three units of credit, in the first year, and Courses 22 and 23, each for jour units of credit, in the second year. In French, German, Italian, Russian, and Spanish, the minimum sequence is Courses i, 2, and 3 in the first year, each for jour units of credit, and Courses 22 and 23 in the second year, each for three units of credit. In Chinese, Japanese, and Russian the minimum sequence is Courses i, 2, and 3 in the first year and Course 21 in the second year, each course for five units of credit. French and Italian are offered by the Department of French and Italian, and German, Russian, and Spanish by the Department of Modern

23 GENERAL STUDIES PROGRAM European Langauges. The first-year courses aim at speaking, oral comprehension, and reading. Laboratory facilities provide additional opportunities for oral and aural practice. Of the second-year courses, those numbered 22 and 23 in French, German, Italian, Russian, and Spanish aim primarily at reading, and the reading level achieved constitutes the minimum University language requirement. Special courses in conversation and composition are offered as electives at the second-year level. The courses numbered 52, 53, and 54, in French, German, Russian, and Spanish, the second-year Honors Series, aim at proficiency in speaking and writing as well as in reading. Enrollment in these honors courses is limited to 15. Only students who attain a grade of B in the last first-year course are eligible. These Honors Series are recommended to all students. Chinese and Japanese are offered by the Department of Asian Languages. The minimum sequence of Courses i, 2, 3, and 21 entails grammar, reading, conversation, and elementary composition. Greek, Latin, and Hebrew are given by the Department of Classics. Courses i, 2, and 3 in Greek and Latin are devoted to the fundamentals of grammar and syntax, without which a student cannot be expected to read with accuracy and which also will help to provide a foundation for the study of other languages (English included). Courses 22 and 23 deal with authors of the first rank Plato, Homer, Cicero, Virgil through whose work read in the original the student learns something of the quality and style not apparent in translations. Assignments in die second-year courses include selections from Plato (sometimes Xenophon) or Cicero and usually two books of the Iliad and two of the Odyssey or at least one book of the Aeneid each quarter. Students translate in class, and discuss the literary, linguistic and historical problems raised by the text. Courses i, 2, and 3 in Hebrew are designed to present basic grammar and syntax, and to give considerable practice in reading Biblical Hebrew. Courses 22 and 23 take up the reading of more difficult Biblical Hebrew, with attention to poetic forms, stylistic characteristics, and methods of interpretation. Mathematics MATHEMATICS 10, n, 21, 22, 23: ANALYTIC GEOMETRY AND CALCULUS (3 units each) Scope This five-quarter series of courses meeting three hours a week is designed to give the student an understanding of the fundamental ideas

24 BASIC REQUIREMENTS MATHEMATICS 23 and a working knowledge of the subject. The material is arranged so as to provide an early introduction to the concept of limit and to the derivative and integral of a function. Mathematics 41, 42, and 43 is a sequence of three five-unit courses including the same topics and using the same textbooks. Prerequisites: algebra and plane trigonometry. Topics taken up in successive quarters are as follows: Mathematics 10 distance, slope, equations of lines, functions and graphs, derivative of a function, velocity and rates, properties of limits, polynomials and their derivatives, rational functions, rules for differentiation, implicit relations, chain rule for derivatives, differentials, continuity, related rates, curve tracing, maxima and minima with applications, Rolle's Theorem, Mean Value Theorem. Continuation in the course depends upon the student's passing a qualifying examination given during the first week of the course and covering algebra and trigonometry. Prerequisites: algebra and plane trigonometry. Mathematics n curves and equations, tangents and normals, Newton's method for finding roots, circle, parabola, ellipse, hyperbola, translation and rotation of coordinate axes, invariants, conies, indefinite integral, differentiation of sines and cosines, area under a curve, definite integral and the fundamental theorem of calculus, trapezoid rule. Mathematics 21 area between two curves, volumes, length of arc, surface of revolution, average value of a function, moments and center of mass, theorems of Pappus, hydrostatic pressure, work, trigonometric functions, inverse trigonometric functions, the logarithmic and exponential functions. Mathematics 22 methods of integration, partial fractions, integration by parts, substitutions, improper integrals, Simpson's Rule, determinants, simultaneous equations, hyperbolic functions, inverse hyperbolic functions, polar coordinates. Mathematics 23 polar coordinates, angle between tangent and radius vector, areas, parametric equations, vector components, differentiation of vectors, curvature, tangential and normal acceleration, space coordinates, vectors, scalar product, planes and lines in space, space curves, cylinders, quadric surfaces, partial derivatives, tangent plane, chain rule for partial derivatives. Reading Required reading for the courses above (including the 40- series version) is assigned in the textbook: Thomas, Calculus and Analytic Geometry (3d edition). Requirements Admission to 10, or 41, the first course, requires the

25 24 GENERAL STUDIES PROGRAM passing of a qualifying test that ascertains the current grasp of the prerequisite subjects, algebra and trigonometry. The normal preparation should be four years of high school mathematics including algebra, plane and solid geometry, and trigonometry. For students not sufficiently well prepared to enter Mathematics 10 or 41, a course in algebra and trigonometry (Madiematics B) is available. Each class period is devoted to a combination of lecture and discussion. In addition to reading assigned in the textbook, each day a set of exercises and problems is assigned to be prepared outside of class and handed in. These problems are taken principally from the textbook, although supplementary problems are given from time to time. These exercises form a most important part of the instruction, for it is through the application of his knowledge to the solution of well-selected problems that the student gains not only an understanding of the subject, but a useful mastery of technique that makes him "feel at home with the subject." The preparation for each class, including reading and problem work, requires approximately two hours of the student's time. Honors Versions Mathematics 52 and 53 form an honors version of 42 and 43 for those students intending to major in mathematics, science, or engineering. This sequence is an intensive course in which the most gifted and interested students can gain contact with the ideas and methods of the calculus and be exposed to a large number of illustrations and applications of the latter in physics, chemistry, biology, and engineering. This special course is open to students who have been in the top 10 per cent during their first quarter in Mathematics 41, and who pass a special qualifying examination given on the first day of instruction in Mathematics 52. Much less importance is given to drill and exercises, which are left largely to the initiative of the individual student. The principal aim is to teach ideas and to develop a strong interest in mathematical sciences. The course is given for five hours per week during winter and spring quarters following Mathematics 41 which is given autumn quarter. It is the policy to have the honors course always given by a senior member of the Department who himself has strong interest in applied mathematics and sciences. For the past several years the principal textbook in addition to that used in the 40-series has been either R. Courant, Differential and Integral Calculus or Apostol, Calculus. Mathematics 62 and 63 (enroll in Statistics 62 and 63) are versions of 42 and 43 intended for students who are majoring in the social sciences. This sequence has dual aims: (i) to emphasize the fundamental concepts of the calculus in order to convey some sense of the importance of this

26 BASIC REQUIREMENTS MATHEMATICS 25 branch of mathematics in the development of modern science; (2) on the other hand, problems and examples are drawn primarily from economics, psychology, and probability theory in order to give a concrete idea of the manner in which the calculus may be applied in the social sciences. Group Activities Under the group activities requirement summarized on page 15, the Committee on General Studies has approved the following for the four possible units of group activity other than physical activities: Sequoia The list of students eligible to receive credit in any quarter is certified and submitted to the Registrar's Office by the faculty adviser of the magazine. Stanford Daily The list of students eligible to receive credit in any quarter is certified and submitted to the Registrar's Office by the Daily editor and the faculty instructor in Communication 121. Stanford Quad The list of students eligible to receive credit in any quarter is certified and submitted to the Registrar's Office by the Quad editor. Student Government Only those students serving on the Legislature, Men's Council, Women's Council, and Student Cabinet at the Overseas Campuses are eligible to receive credit in any quarter. Department of Speech and Drama productions (including KZSU and Debate) The list of students eligible to receive credit in any quarter is certified and submitted to the Registrar's Office by the Executive Head of the Department. Air Force ROTC Auxiliary. Alpha Phi Omega. Art Board (ASSU). ASSU Executive Officers. Auxiliary Aides to the Army ROTC. A.W.S. Cabinet. A.W.S. House Presidents. Axe Commission. Band. Cardinals Board. Children's Health Council. Chorus. Convalescent Home work. Foreign Scholarship Commission.

27 26 GENERAL STUDIES PROGRAM Freshman Coordinators at Stern Hall. Freshmen Sponsors. Girl Scout Leaders. Hospital Volunteers. I.I.R. International Association of Students in Economics and Commerce. KRINO Student Magazine. Men's Glee Club. Mental Health Field Work Project. Orchesis Dance Group. Orchestra. Overseas Campuses Board. Peninsula Children's Center. Political Union. Retarded Children's Training Center. Stanford Amateur Radio Club. Stanford Concert Series Commission. Stanford Crew Association. Stanford Tutors (School of Education). Stanford-Veterans Administration Hospital Psychiatric Program. Student Art Association. Student-Faculty Commission. Student Health Association. Supplemental Art Program Stanford in Italy. Teaching Spanish in Stanford Elementary School, TSipp. Tresidder Memorial Union Board. Women's Physical Education Selected Courses in Recreational Supervision. Y.W.C.A.

28 Area Requirements This section includes detailed descriptions of the courses set forth in the summary of Area Requirements (page 15). In addition, at the head of each subsection on the Humanities, Social Sciences, and Natural Sciences there is included a brief statement of the criteria for the selection of courses within the subsection. Criteria for Approval of Humanities Area Courses In approving courses for the General Studies Program in the Humanities Area, the General Studies Committee has the following considerations in view: 1. Courses should have a reasonable breadth of coverage, and attention should be given to the manner in which the specific topics studied bear upon other fields of knowledge or experience. Courses limited to the works of a single author are not approved for General Studies except in the case of writers of unquestioned preeminence and influence, such as Plato, Dante, or Shakespeare. 2. The works studied should be works of recognized stature and distinction. Complete works should be covered where possible rather than selections, and they should be studied in the primary text rather than through secondary sources or commentaries. 3. Except in courses where the student is required to participate actively in studio or other creative work, the writing of essays should be required. This is desirable not only to develop the student's capacity for effective writing, which is a matter of general concern, but also to encourage him to think critically and independently about the materials presented. The Committee feels that it is of cardinal importance to the program that every course should emphasize active and imaginative participation by the student, either in the form of critical papers or creative activity in the medium. 4. Class discussion should be encouraged where practicable. The Committee hopes that eventually there will be available in each field at least one course open to freshmen or sophomores which has a limited enrollment and is conducted primarily as a discussion course. HUMANITIES (A) THE FINE ARTS (including Archaeology, Art and Architecture, Music, and Speech and Drama) 27

29 28 GENERAL STUDIES PROGRAM Archaeology [Note: Some changes are probable in the detail and content of the listed Archaeology courses, but it is anticipated that courses with substantially similar content will be offered in ] CLASSICS Aio5: ART AND MONUMENTS OF THE ROMANS (3 units) Scope This course surveys the achievements of the Romans in the various arts, concentrating on selected major works and monuments as examples of each. Topics to be touched on are: City planning: the growth of the city of Rome; die development of monumental urban complexes; Roman planning as seen in odier cities in Italy and the provinces. Architecture: techniques of construction; main types of public buildings (temples, basilicas and their Christian successors theaters, porticoes, baths); private houses, apartments, villas, and palaces. Painting: as architectural decoration and in itself (relation to Greek models; treatment of landscape; illusionism). Sculpture: portraits; relief sculpture, official and private (types of pictorial narrative; illusionism vs. symbolism; classicism vs. innovation; use in relation to architecture). Minor arts, industrial art, and ornamentation. Conclusion: What is characteristically Roman in Roman art? Reading Texts are MacKendrick, Mute Stones SpeaJ^, and Kahler, Art of Rome and Her Empire. In addition, brief extracts fr6m ancient writers will be distributed, and each student will be required to do some further, individual reading for his term paper. Requirements Three illustrated lectures are given per week. A final examination is given. A term paper dealing with some particular monument or group of monuments is required. Art and Architecture History of Art ART i: INTRODUCTION TO ART (3 units) Scope The course surveys the main problems which are involved in the interpretation of the meaning, form and style of works of art. The illustrated lectures are organized topically, rather than historically, though their material is drawn from the whole range of the history of art. They aim to make the student reflect on the fundamental questions of repre-

30 AREA REQUIREMENTS FINE ARTS 29 sentation, expression, and formal arrangement. They seek also to enable him to interpret works of art critically by relating them to their geographical and cultural settings and by placing them within the proper phases within the historical evolution of art. Finally, the lectures are intended to sharpen the student's perception of qualities of content and visual form. Among the topics discussed are the following The meaning of the term "art." The origins of art in primitive society and in childhood. Play and magic. The influence of geography and climate on art. The influence of social, political, and economic conditions on art. Art as the "Mirror of Nature" (representational art). Art as the voice of man (expressive art). Art as the creation of "beautiful" order. Problems of formal organization. Problems of meaning, content, and subject matter. Problems of style. Problems of quality. The historical view of art. The social, aesthetic, and technical characteristics of architecture, sculpture, painting, the graphic arts, photography, and the film. The condition of art in our time. Reading In addition to the course manual and to selections from the writings of various artists and critics (including Alberti, Leonardo da Vinci, Michelangelo, Reynolds, Blake, Delacroix, Courbet, Baudelaire, Panofsky, and Mumford), students use E. H. Gombrich, The Story of Art, as their basic text. Requirements Three illustrated lectures are given per week for which reading assignments are made from the manual, the text, and the selections mentioned above. Students write one critical paper. There is a midterm examination in addition to the final examination. ART 5: SURVEY I MAIN CURRENTS IN THE HISTORY OF ART FROM PREHISTORIC TIMES TO THE END OF THE MIDDLE AGES (3 units) Scope The course is an introduction to the history of art in the Ancient Orient (Egypt and Mesopotamia), Greece, Rome, the Early Christian era, the Byzantine Empire, and the Romanesque and Gothic periods. The basic characteristics of the art of each major culture or period are studied in terms of key works of architecture, sculpture and painting. The course emphasizes the relationship between art and the general cultural setting from which art springs. It also aims to develop in students the ability to discern subtleties of form and style and a sense of the historical development of art. Reading H. W. Janson's History of Art serves as text for the course. It is supplemented by syllabi and selected outside readings, as well as visual study material in the form of reproductions of works of art. Requirements In addition to the midterm and final examinations, a

31 30 GENERAL STUDIES PROGRAM critical paper based on the study of a work of art at the Stanford Museum will be required. ART 10: SURVEY II MAIN CURRENTS IN THE HISTORY OF ART FROM THE RENAISSANCE TO THE PRESENT (3 units) Scope The course is similar in character to Art 5 (above). It touches on the main phases of renaissance and baroque art in Italy and the Northern countries, with emphasis on the work of Masaccio, Donatello, the Van Eycks, Sluter, da Vinci, Raphael, Michelangelo, Durer, Titian, Tintoretto, Caravaggio, Bernini, Rubens, Rembrandt, and Watteau, and it traces the continuity from the dissolution of the baroque in the eighteenth century, through classicist and romantic art, to the art of the realist, impressionists and Postimpressionist painters of the nineteenth century. The course closes with a brief presentation of salient movements and individuals in early twentieth century art. While the emphasis is largely on painting, key works of sculpture and architecture will also be considered. Reading H. W. Janson's History of Art serves as text for the course. It is supplemented by syllabi and selected outside readings, as well as visual study material in the form of reproductions of works of art. Requirements In addition to the midterm and final examinations, a critical paper based on the study of a work of art at the Stanford Museum will be required. ART 1303: AMERICAN ART I (3 units) Scope A survey of the visual arts in America from pre-columbian to the Civil War. The chief styles in architecture, sculpture, painting, and the household arts and crafts are studied as aesthetic forms as well as in relation to the intellectual and social trends of the following periods: (I) Pre-Colonial The Arts of the Indians, (II) The Colonial Period , and (III) The Young Republic Lectures are illustrated with slides. Reading Directed supplementary reading and the study of reproductions accompany the use of the text, A History of American Art, by Mendelowitz. Requirements Impromptu examinations involving the identification and discussion of slides are based on the lectures, text, and supplementary readings. A short paper and a comprehensive final examination complete the required work.

32 AREA REQUIREMENTS FINE ARTS 31 ART i3ob: AMERICAN ART II (3 units) Scope A survey of the visual arts in America from the Civil War to today. The chief styles in architecture, sculpture, painting, and the household arts and crafts are studied as aesthetic forms as well as in relation to the intellectual and social trends of the following periods: (I) Between the Civil War and World War I , and (II) the Contemporary Period. Lectures are illustrated with slides. Reading Directed supplementary reading and the study of reproductions accompany the use of the text, A History of American Art, by Mendelowitz. Requirements Impromptu examinations involving the identification and discussion of slides are based on the lectures, text, and supplementary readings. A short paper and a comprehensive final examination complete the required work. ART i25a: ORIENTAL ART I (3 units) Scope The purpose of the course is to acquaint students with the major formative periods of art and the interrelation of concepts and ideas of the major Asian cultures. This course deals with the formative periods of Asian art through the seventh century. It follows the development of Buddhist art in India and traces the course of Buddhism through Afghanistan and Central Asia into China, Korea, and Japan. A brief resume of pre-buddhist art in each culture, including indigenous religions and art forms, is given as a prelude to the impact of Buddhism upon these cultures. The emphasis is upon the important cultural exchanges which have formed the thought and art of Asia. Reading Assigned readings and reference materials supplement the lectures..a critical essay on the student's choice of some phase of Oriental art will be required of each student. Representative of the works referred to in the course are the following: India: China: Japan: B. Rowland, Art and Architecture of India Heinrich Zimmer, Art of Indian Asia < Percy Brown, Indian Architecture, Buddhist and Hindu J. G. Andersson, Children of the Yellow Earth L. Sickman and A. Soper, The Art and Architecture of China Oswald Siren, Chinese Painting A. Soper, Art and Architecture of Japan Tokyo Museum, various authors, Pageant of Japanese Art

33 32 GENERAL STUDIES PROGRAM Requirements Approximately six hours of outside work per week are expected. In addition to the reading assignments, two object-study assignments based on Oriental art objects in the Stanford Museum Collections are given during the course. ART 125!): ORIENTAL ART II (3 units) Scope The purpose of the course is to acquaint students with the major formative periods of art and the interrelation of concepts and ideas of the major Asian cultures. This course continues the evolution of Asian art in its major manifestations after the seventh century A.D. It begins with post-buddhist art in India and investigates the results of the impact of Buddhism on the art of colonial India, China, and Japan. The emphasis is upon the important cultural exchanges which have formed the thought and art of Asia. Reading Assigned readings and reference materials supplement the lectures. A critical essay on the student's choice of some phase of Oriental art will be required of each student. Representative of the works referred to in the course are the following: India: China: Japan: B. Rowland, Art and Architecture of India Heinrich Zimmer, Art of Indian Asia Percy Brown, Indian Architecture, Buddhist and Hindu J. G. Andersson, Children of the Yellow Earth L. Sickman A. Soper, The Art and Architecture of China Oswald Siren, Chinese Painting A. Soper, Art and Architecture of Japan Tokyo Museum, various authors, Pageant of Japanese Art Requirements Approximately six hours of outside work per week are expected. In addition to the reading assignments, two object-study assignments based on Oriental art objects in the Stanford Museum Collections are given during the course. Studio ART 40: STUDIO I (2 units) Scope It is the aim of this course to give students a broad introduction to drawing and painting, and to provide them with the fundamentals of graphic expression. Exercises in visual analysis and subjective expression

34 AREA REQUIREMENTS FINE ARTS 33 are used to enable students to work in a variety of basic drawing and painting media. Still life set-ups, life models, landscape, and architectural forms will serve for representational studies or as vehicles for interpretation and composition. Charcoal, pencil, pen and ink, colored chalk, and opaque watercolor will be most frequendy used. Requirements The class meets for a total of six hours each week. The student is never formally examined; his work, technical excellence, and his attitude provide the basis for his grade. Prerequisite: Art i or the equivalent. ART 50: STUDIO II (2 units) Scope The purpose of this course is to enlarge the student's capacity for three-dimensional comprehension and expression. Through the use of materials such as clay, wire, wood, and plastics presented in a sequence of problems, the student will be made aware of the concepts of structure and spatial relationships which have a special bearing on sculpture and design. Class criticisms will be concerned with an evaluation of the student's own work, stressing its creative merit, as well as its value in the learning process. Later in the course the student will be free of the problem sequence and will be encouraged individually to investigate areas that most interest him. The final projects will be set by the student himself. Previous art training is not required. ART 60: STUDIO III (3 units) Scope This course is a study of the pure design elements basic to painting, architecture, sculpture, and the useful arts. It introduces students to the vocabulary and structural elements essential for expression in the visual arts. The course stresses an inventive attitude and aims to increase the basic sensitivity of students to design elements. A planned structure provides the student with a series of assignments, which are to be executed in a wide range of media. Class periods are spent in group criticisms of studio work. Thus, the students provide the bulk of their own illustrative material. Students are graded at the end of the quarter when their range and growth can be evaluated. Requirements Average class criticism time is three hours per week, plus six additional hours of outside work per week. There are neither examinations nor prerequisites. Previous art training is not required.

35 34 Architecture ARCHITECTURE 70: INTRODUCTION TO ARCHITECTURE (3 units) Scope This course is concerned with developing the student's understanding and appreciation of architecture as an expressive art form. Outstanding buildings throughout history serve as examples for analysis by means of illustrated lectures, readings, and laboratory problems. The student is exposed to various theories of architectural design. Laboratory work consists of problems in two- and three-dimensional design which are planned to illustrate fundamental architectural concepts. Reading The text is: Rasmussen, Experiencing Architecture. Additional individual reading is required. Requirements A series of problems, book reviews, and a critical essay are submitted during the quarter. A midquarter and final examination are also required. ARCHITECTURE 71 a: ARCHITECTURE BEFORE 1500 (4 units) Scope A survey of the development of architecture and building cultures throughout the world before The course considers architecture as an art form in relation to social, political, economic, and geographic factors. It is a lecture course illustrated by slides; freehand sketching of important building examples is required. Each student investigates and reports on a series of important buildings during the quarter. Reading Text: Hamlin, Architecture through the Ages. Reference books include Fletcher, History of Architecture, and additional reading material chosen by the students. Requirements Weekly reports on different important buildings due during the quarter. Midterm and final examinations are given. ARCHITECTURE 7ib: ARCHITECTURE SINCE 1500 (4 units) Scope A survey of the development of architecture and building cultures throughout the world since The course considers architecture as an art form in relation to social, political, economic, and geographic factors. It is a lecture course illustrated by slides; freehand sketching of important building examples is required. Each student investigates and reports on a series of important buildings during the quarter. Reading Text: Hamlin, Architecture through the Ages. Reference

36 AREA REQUIREMENTS FINE ARTS 35 books include Fletcher, History of Architecture, and additional reading material chosen by the students. Requirements Weekly reports on different important buildings due during the quarter. Midterm and final examinations are given. ARCHITECTURE 90: INTRODUCTION TO URBAN DESIGN (3 units) Scope This course is concerned with developing the student's understanding and appreciation of urban and landscape design as expressive art forms. Historic examples of urban planning and landscape design will be used for analytical examination, carried out by means of illustrated lectures, readings, and laboratory problems. The student is encouraged to develop his critical perceptions by recording those experiences which increase his own awareness of environment. Laboratory work consists of problems in two- and three-dimensional design. Reading The text is: Halprin, The City. Additional individual reading is required. Requirements A series of problems, book reviews, and a critical essay are submitted during the quarter. A midquarter and final examination covers reading and lecture material. Music MUSIC i: INTRODUCTION TO Music (3 units) Scope This is a one-quarter course designed to develop the student's ability to listen intelligently and perceptively to music. This is accomplished by first establishing criteria and attitudes based on fundamental aesthetic values. These are then interpreted in relationship to the various musical techniques, styles, and forms. The course acquaints students with a considerable body of music representing a variety of media and styles and a range of Western musical history from the Middle Ages to the present day. Each work is examined for its special qualities as well as for its relationship to general expressive values in music. Requirements Emphasis in the course is upon discrimination in listening. Lectures are concerned primarily with the explanation and interpretation of what is heard. In addition to final and midterm examinations, there may be periodic quizzes at the discretion of the instructor. The requirements include attendance at weekly listening sections, indi-

37 vidual listening, two critical reports on outside listening, and attendance at concerts. MUSIC 2: THE SYMPHONY (3 units) Scope This is a one-quarter course which aims to build on the listening habits established in Music I, and to enlarge the range of the student's musical experience through a study of representative examples of symphonic music. Works are drawn from the Classic, Romantic, and Modern repertories, and in a given year might include Mozart, Symphony No. 40 in G Minor; Beethoven, Symphony No. 3 (Eroica); Berlioz, Symphonic Fantastique; Brahms, Symphony No. i; Harris, Symphony No. 3; Weber, Overture to Der Freischiitz; Debussy, La Mer; Stravinsky, Petrouchfo; and Copland, Appalachian Spring. Requirements Assignments consist of listening to recordings of the works studied in class, selected readings in music history and criticism, attendance at one live concert and a critical report of the music heard, and one additional paper on an assigned topic. Music i or its equivalent is a prerequisite. There is usually at least one midterm examination in addition to the final. MUSIC 3: OPERA (3 units) Scope This is a one-quarter course which aims to develop in the student an understanding and appreciation of opera as an art form endowed with its own particular means and modes of expression. The nature of the form is discussed and demonstrated through a study of several operas ranging from the time of Mozart to the present day. The choice of operas varies from year to year, but ordinarily includes six works such as the following: Mozart, The Marriage of Figaro', Verdi, Falstaff; Wagner, Tristan and Isolde; Moussorgsky, Boris Godunov; Debussy, Pelleas and Melisande; and Stravinsky, The Race's Progress. Requirements The student is expected to familiarize himself with the works under consideration through the use of scores, librettos, phonograph records, and a few selected critical writings. In addition, he is required to attend one live performance of opera when it is available in this area. Students write two papers of a critical nature during the term, but attention is given at every stage of the course to the problem of formulating ideas and judgments about music in literary terms. Music i or its equivalent is a prerequisite. There is usually at least one midterm examination in addition to the final.

38 AREA REQUIREMENTS FINE ARTS 37 MUSIC 7: THE CONCERTO (3 units) Scope This is a one-quarter course dealing with the literature of the concerto from the seventeenth century to the present, with aims similar to those of Music 2 to enlarge the range of the student's musical experience within this particular area of music. The works to be covered will change from year to year, but a sample list might include Gabrieli, Sonata plan' e forte; Bach, Brandenburg Concerto, No. i; Mozart, Piano concerto in C minor, K.^i; Beethoven, Concerto in D for violin; Mendelssohn, Violin concerto in E minor; Brahms, Piano concerto No. 2 in B flat major; Dvorak, Concerto for violoncello; Ravel, Piano concerto for the left hand; and Bartok, Concerto for orchestra. Requirements Assignments in the course include listening to the music studied in class, directed readings, and two critical papers. Music i or its equivalent is a prerequisite. There is usually at least one midterm examination in addition to the final. MUSIC 21, 22: ELEMENTS OF Music (4 units) Scope In this course the student will be trained in the hearing and use of the basic materials of musical composition. The principles of rhythmic organization, melodic invention, chord progression, musical structure and texture will be studied along with elementary vocal and instrumental scoring. While the course deals with technical matters, these will be considered throughout in relation to an expressive musical purpose. Requirements Class time is divided into lectures and laboratory periods. There will be one or two written assignments weekly, with parallel work in musical analysis, ear-training, sight-reading, and keyboard drill. Vocal and instrumental performers are encouraged to elect this course. However, there is no prerequisite except the ability to read music. Speech and Drama *SPEECH AND DRAMA 20: AND CRITICISM (3 units) PUBLIC SPEAKING PRACTICE Scope The principles of effective oral communication are established in this course through the composition and delivery of original speeches * Speech 20 will be considered as falling in either the Fine Arts or Literature area of the General Studies Program, at the option of the student.

39 38 GENERAL STUDIES PROGRAM and through the analysis, discussion and written criticism of selected public addresses. Reading The required text for the course will be announced in the syllabus. The required reading of the above speeches will be coupled with reading in research preparation for the student's original speeches. Requirements The student is required to attend one general session and two small sections each week. The general session tests the ability of the student to apply rhetorical principles in his written criticism of selected speeches. In a broader sense, the general session also endeavors to inculcate in the student a critical and analytical attitude toward all forms of modern mass communication. The small section tests the ability of the student to apply rhetorical principles in the composition and delivery of original speeches. There are no prerequisites, but students must sign class lists. Each class hour necessitates about two hours of outside work. The course grade is determined on the basis of grades assigned for the outlining and delivery of original speeches, the composition of several short critical essays of speeches studied in the general session, and a term paper based on an analysis in depth of one major public address. SPEECH AND DRAMA 30: ORAL INTERPRETATION (3 units) Scope The purpose of this course is to enlarge the student's capacity for oral expression and interpretation through the reading of literature, of various forms, after careful analysis. The emphasis in the course is upon the literary work as an example of one of the fine arts, and the evaluation of its merits as such. Literature from various periods, including the contemporary, is used for illustration and analysis. Comment is made on the necessity of examining the whole work rather than excerpts. The student is urged to use first those materials with which he may already be familiar, and to reexamine them in the light of the course's approach to oral reading of literature as an art. Later he will expand his knowledge of literature by reading widely in various anthologies to choose materials for presentation in class. Reading The text for the course is Oral Interpretation by Charlotte Lee. Reference texts are Literature as Experience by Bacon and Breen; Theory and Technique of Interpretation by Martin Cobin; Literature as a Fine Art by C. C. Cunningham; and The Art of Interpretative Speech by Woolbert and Nelson. Arts and the Man by Irwin Edman, particularly the chapters on works of literature, is recommended to students who wish to do additional reading in a discussion of principles of aesthetics. Recommended anthologies and reference books are Approach to Litera-

40 AREA REQUIREMENTS FINE ARTS 39 ture by Brooks, Purser and Warren; Mid-Century American Poets by John Ciardi; Reading Contemporary Poetry by Engle and Carrier; The Rinehart Boo^ of Verse by Alan Swallow; Exploring Poetry by Rosen thai and Smith; Short Story Masterpieces by Warren and Ersking; and The Province of Prose by Yeast and Streeter. Requirements This is primarily a performance course, giving the student the actual experience of communicating some of the literary material he has encountered. The final examination is a performance examination. A paper is prepared before the performance and must cover aspects of the art factors achieved in the piece used for performance. One written examination on application of principles discussed in the text and in class is given before the final paper and performance. The course meets three times each week, and outside work amounts to approximately two hours for each class hour. No prerequisites. SPEECH AND DRAMA 60: INTRODUCTION TO THE CONTEM- PORARY THEATER (3 units) Scope This introduction to the theater of today's society has as its purpose to clarify the backgrounds of the theater, the working principles in playwriting and production, theatrical interpretation of contemporary life, and the unique contribution of the theater to our culture. Classes three times a week are conducted as an integrated series of lectures, demonstrations, and discussions utilizing the special knowledge of several members of the staff. The lectures range from an introduction to the aesthetic principles governing dramatic art to illustrated talks on acting, directing, lighting, and design. The work of major playwrights of America and Europe is discussed, with an emphasis on the development of leading forms and themes of contemporary drama. Reading While these vary from year to year, the student is required to read approximately 20 modern plays by such authors as Miller, Williams, Eliot, Osborne, Beckett, Genet, Sartre, lonesco, and Brecht. Special reading in critics such as Bentley, Gorelik and Fergusson may be required. Requirements The student is required to attend at least three major theater productions, usually two in the immediate area and one in San Francisco. On each of the plays he is given a specific assignment, either in the form of a critical paper or short critical analysis for use in discussion. There is one midterm examination in addition to the final. No prerequisites.

41 40 GENERAL STUDIES PROGRAM SPEECH AND DRAMA 90: THE DEVELOPMENT OF DRAMA (CLASSICAL AND MEDIEVAL) (4 units) Scope This is a survey of the development of the drama from its beginnings in classic Greece through the Roman comedy and the many Medieval forms to the Elizabethan drama of Shakespeare. Methods of production and the physical stage are discussed as well as the analysis of various types of dramatic writing. Reading Among the 25 plays on the reading list are Oresteia, Oedipus Rex, The Birds, Menaechmi, Second Shepherd's Play, Doctor Faustus, Midsummer Night's Dream, King Lear. Requirements The course meets four hours each week. In addition to the reading, two short papers are required, which represent the student's own reaction to and criticism of the plays studied. There are two midterm examinations in addition to the final. Undergraduates only. No prerequisites. SPEECH AND DRAMA 91: THE DEVELOPMENT OF DRAMA (RENAISSANCE AND BAROQUE) (4 units) Scope This is a survey of the development of the drama from the contemporaries of Shakespeare through the neoclassic period in France to restoration and eighteenth-century England and nineteenth-century Europe to Methods of production and the physical stage are discussed as well as the analysis of various types of dramatic writing. Reading Among the 25 plays on the required reading list are The Alchemist, The Duchess of Malfi, Le Cid, Phedre, Tartuffe, All for Love, The Way of the World, The Beggar's Opera, She Stoops to Conquer, Faust, Hernani. Requirements In addition to the reading, two short papers are required which represent the student's own reaction to and criticism of the plays studied. There are two midterm examinations in addition to the final. Undergraduates only. ^SPEECH AND DRAMA 1206: ARGUMENTATION (3 units) Scope The study of reasoning processes and logical proof in persuasive speaking and writing. The course includes readings, analysis of arguments, and persuasive speaking which emphasizes logical proof. Reading Readings are from books such as Argument and Advocacy, *Speech 120B will be considered as falling in either the Fine Arts or Literature area of the General Studies Program, at the option of the student.

42 AREA REQUIREMENTS PHILOSOPHY, RELIGION 41 by Russell Windes and Arthur Hastings, How to Lie with Statistics, by Darrell Huff, Language in Thought and Action, by S. I. Hayakawa, and Critical Thinking, by Max Black. Requirements The materials for analysis are drawn from contemporary writing and speaking and such collections as Social Controversy, by William Petersen and David Matza. The speaking and writing in the class is on a variety of subjects and consists of construction, analysis, and refutation of arguments. HUMANITIES (B) PHILOSOPHY, RELIGION Philosophy PHILOSOPHY 2: INTRODUCTION TO ETHICS (5 units) Scope- This is a systematic treatment of the major problems of ethical theory as these problems arise in the works of classical and contemporary moralists. Several ethical positions are surveyed critically, including intuitionism, utilitarianism, the emotive theory, and various forms of relativism, subjectivism, and absolutism. Among the topics discussed are: How are moral judgments related to scientific judgments? How are moral judgments justified? Are all human acts fundamentally selfish? Can morality be based on some conception of what is natural? What is the relation between value in general, the highest good, and obligation? Are the notions of freedom and responsibility meaningful if human actions are determined? What is the relation between personal value and social value? There are four lectures a week; a fifth hour is given to discussion sections. Reading Most reading assignments are in Ethical Theories, edited by A. I. Melden. Authors usually assigned are Plato, Aristotle, St. Augustine, Butler, Hobbes, Hume, Kant, Bentham, Mill, and Prichard. Others sometimes assigned are Schlick, Stevenson, Dewey, and Sidgwick. Requirements Section meetings are conducted as seminars at which students give reports. In addition, there are six short papers (about 1,000 words in length) which demand some independent thinking. Normally, there is no midterm examination. The final examination is four hours. PHILOSOPHY 4: INTRODUCTION TO CHINESE PHILOSOPHY (4 units) Scope This course examines the main varieties of philosophical conjecture which have occupied the Chinese throughout their history prior to the introduction of western thought. Problems dealt with are represen-

43 tative both of the indigenous traditions of philosophy and of Indian speculative thought in China. Reading translations of ancient and modern philosophers; selected articles. Requirements Two or three short papers; final examination. PHILOSOPHY 5: INTRODUCTION TO PHILOSOPHY (5 units) Scope This is a general introduction to the problems with which philosophers are and always have been concerned, the conflicts in point of view that have arisen in the attempts that have been made to solve these problems, and the practical consequences of adopting any of these points of view. The course also strives to enlarge the intellectual horizon of students by making them familiar with concepts which everyone needs if he is to deal adequately with fundamental beliefs, and to clarify the often highly ambiguous terminology that is associated with these concepts. The course meets five times a week. Reading Course reading is in the philosophers themselves, both historical and contemporary. Plato, Descartes, Berkeley, Hume, Kant, Dewey, Wittgenstein, and Ayer are among the philosophers usually studied. Sections Voluntary weekly discussion sections are provided so that students may have an opportunity to do philosophy themselves in small groups under experienced guidance. Requirements A term paper and two short papers are assigned in addition to the final examination. PHILOSOPHY 6A, 6B: PROBLEMS OF GOOD AND EVIL (Continuous course over two quarters, 3 units per quarter, 6 units for both quarters) Scope The problem posed in the Book of Job, concerning the undeserved suffering of the innocent person, is taken as central. The problem is considered in the light of various theories concerning man's place in nature, the extent of human knowledge, and the nature of virtue and happiness. The first half (6A) covers authors from the classical and medieval periods. The second half (6B) covers works from the Renaissance to modern times. There are three class meetings each week, one of which will normally consist of a discussion section. The first half may be taken for credit (3 units) without the second, but the second half (6B) is normally open only to students who have

44 AREA REQUIREMENTS PHILOSOPHY, RELIGION 43 taken the first half (6A). For students taking both halves, the final grade given at the end of the course will cover the work of both quarters. Reading Required reading in the first quarter (6A) will include Job and other selections from the Old Testament; three Greek tragedies; selections from Plato and Aristotle; selections from Epictetus, Marcus Aurelius, and Lucretius; selections from the New Testament; Dante's Divine Comedy. Required reading in the second quarter (6B) will include Shakespeare, King Lear', selections from Descartes and Pascal; Hume's Dialogues Concerning Natural Religion, and Inquiry Concerning the Principles of Morals; Kant, Fundamental Principles of the Metaphysic of Morals; Marx, Communist Manifesto; ]. S. Mill, Utilitarianism; Dostoevsky, Letters from the Underworld and parts of The Brothers Karamazov; Camus, The Plague and The Rebel. PHILOSOPHY 8: PHILOSOPHY OF ART (4 units) Scope The course deals first with the analysis of art both in itself and as a function of life; second, with several major art forms, their special capacities and limitations, and their relationships with each other; and third, with the relationship between the arts and other human interests. The course is based on the belief that the philosophy of art best deals with those problems which make an actual difference to artistic creation, enjoyment, and understanding; that the philosophy of art must not be pursued in an intellectual vacuum but in close relation to actual works of art; and that in so doing, works of art must not be used as casual illustration but as carefully chosen empirical and experimental tests of theory. Therefore, each major problem studied is considered (i) in relation to the arts in general, (2) in relation to that art form in which the problem is most crucial, and (3) in relation to one or two specific works, the creation, enjoyment, and interpretation of which hinge to some extent on the solution to the problem. Reading Readings are drawn from the works of philosophers, art critics, and artists. Requirements Students write four essays of about 1,000 words each. Each essay is designed to test a particular point of view in art theory by the actual aesthetic experience of the student in relation to a work of art or experience chosen by him for that purpose. Though critical, these essays are relatively personal and informal. There is a final examination.

45 44 GENERAL STUDIES PROGRAM PHILOSOPHY 10: INTRODUCTION TO PHILOSOPHICAL ANALYSIS (5 units) Scope The course examines a limited number of philosophical problems with a view to understanding their formulation and resolution in contemporary philosophical literature. Problems studied include certainty in empirical knowledge, meaning and existence, metaphysical knowledge, moral and political obligation. Reading Plato, Euthyphro, Apology, and Crito; Bentham, An Introduction to the Principles of Morals and Legislation; Hare, The Language of Morals; Descartes, Meditations; Berkeley, Three Dialogues Between Hylas and Philonous; Hume, An Enquiry Concerning Human Understanding and Dialogues Concerning Natural Religion; Locke, The Second Treatise of Civil Government; Aquinas, Treatise on Law; J. Huxley, Man in the Modern World; and, in addition, certain mimeographed articles from contemporary journals. Requirements There are four or five short papers; no midterm, but a final examination is required. Permission of the instructor is required if the course is to be counted toward credit in General Studies. PHILOSOPHY 21: SOPHOMORE SEMINAR IN PLATO (3 units) Scope This course is an introduction to the philosophy of Plato. Readings will include the Republic and several shorter dialogues. Enrollment limited to 15. PHILOSOPHY 22: SOPHOMORE SEMINAR IN DESCARTES (3 units) Scope This course is an introduction to the philosophy of Descartes. Readings will include Descartes' Meditations. Enrollment limited to 15. PHILOSOPHY 23: SOPHOMORE SEMINAR IN LOCKE (3 units) Scope This course is an introduction to the philosophy of Locke. The reading and analysis of some of the principal works of Locke will be considered. Enrollment limited to 15. PHILOSOPHY 24: SOPHOMORE SEMINAR IN BERKELEY (3 units) Scope This course is an introduction to the philosophy of Berkeley. The reading and analysis of some of the principal works of Berkeley will be considered. Enrollment limited to 15. PHILOSOPHY 25: SOPHOMORE SEMINAR INFANT (3 units) Scope This course consists of the reading and discussion of the prin-

46 AREA REQUIREMENTS PHILOSOPHY, RELIGION 45 cipal ethical writings of Kant with especial consideration of their relevance to contemporary ethics. Requirements Term paper. Prerequisite is Philosophy 2 or 5. Enrollment limited to 15. PHILOSOPHY 30: SOPHOMORE SEMINAR ON THE PROBLEMS OF PHILOSOPHY (3 units) Scope This course is an introduction to the questions philosophy has traditionally set itself to answer. Enrollment limited to 15. PHILOSOPHY 31: SOPHOMORE SEMINAR ON PHILOSOPHICAL RIGOR (3 units) Scope This course will cover greatly simplified aspects of the prepositional and predicate calculus and show exactly why mathematical theorems of completeness establish the equivalence between intuitive notions of validity and formal derivability, and also answer the question: what is a logical connective? PHILOSOPHY 180: PHILOSOPHY OF RELIGION (4 units) Scope This course explores the hypothesis that religion is a basic human function, and attempts to get at the essential nature of religion beneath its changing forms. It attempts first to determine the nature of religious experience, the role this plays in the life of man, and its relation to knowledge and existence. Then it examines individual variations in religion and their relation to the personal and cultural needs and conditions to which they respond. Finally it explores intrinsic relationships between religion and other human interests utilitarian, ethical, aesthetic, and intellectual. Reading Readings include Bergson, The Two Sources of Morality and Religion; James, Varieties of Religious Experience; Huston Smith, Religions of Mankind; and Underbill, Practical Mysticism. Requirements Students write two relatively informal and personal i,ooo-word essays: (i) at the beginning of the course, analyzing the nature of religion as found in their own deepest religious experience or in one whom they consider to be deeply or truly religious, and (2) toward the end of the quarter, analyzing some event or work, such as a political event or a poem, which they consider to be truly religious but which lies beyond the conventional boundaries of religion. Students also are asked to write a 3,ooo-word term essay exploring more deeply some aspect of their own religion, or of a religion apparently

47 remote from their own; or examining the presence of religion in some field in which they have special interest. There is a final examination of the essay type. Religion HUMANITIES Ri02: THE OLD TESTAMENT (4 units) Scope The purpose of the course is to understand the religion of the Old Testament as its writers present it. The method, broadly speaking, is that of historical criticism, with emphasis on the comprehension of Israel's history as a key to thought. Major weight in the course is laid on reading in the Old Testament and works about it. The lectures are supplementary to the reading material and are intended primarily to furnish examples of method in Old Testament study rather than informational material. Reading A basic textbook, together with corollary reading of most of the Old Testament in the Revised Standard Version, will constitute the major assignment and the subject for an hour's discussion each week. In addition, students are expected to pursue secondary reading in a considerable list, including such works as: Eichrodt, Man in the Old Testament; Noth, History of Israel; Max Weber, Ancient Judaism; Buber, The Prophetic Faith; and others of comparable stature. Students are expected to devote their primary energies in this course to the reading. Requirements An essay of critical interpretation, about 4,000 words in length, is the main writing assignment. The subject, which may be in the realm of history, literature, or religion, is chosen by the student in consultation with the instructor. A final examination of the essay type is the other written work. HUMANITIES Rios: THE NEW TESTAMENT (4 units) Scope The purpose of the course is to understand the religion of the New Testament as its writers present it. The effort is made to see a total picture of early Christianity with its unity and diversity. No attempt is made to minimize critical or historical difficulties, but the main emphasis is on the religious thinking of the New Testament, particularly in its confrontation of alternate modes and systems of religious thought in the Hellenistic world. Major weight in the course is laid on the reading. Lectures are supplementary to reading and are intended primarily to furnish examples of method in New Testament study. Reading A basic textbook, together with corollary reading of the

48 AREA REQUIREMENTS PHILOSOPHY, RELIGION 47 New Testament, will constitute the major assignment and the subject for an hour's discussion section each week. In addition, students will pursue secondary reading in a considerable list, including such works as: Schweitzer. The Quest for the Historical Jesus; Bultmann, Theology of the New Testament; C. H. Dodd, Parables of the Kingdom; Deissmann, Paul; and others of comparable stature. Students are expected to devote their primary energies in the course to the reading. Requirements An essay of critical interpretation, about 4,000 words in length, is the main writing assignment. The subject, which involves the interpretation of portions of the New Testament, is chosen by the student in consultation with the instructor. A final examination of the essay type is the other written work. HUMANITIES Ri04: HISTORY OF CLASSICAL CHRISTIAN THOUGHT (4 units) Scope An introduction to the theological history of Christianity in ancient and medieval times. The focus is on the outstanding theologians and doctrinal controversies of Greek and Latin Christianity, interpreted in interaction with the ideas and aspirations of classical, Byzantine, and medieval culture. The approach to the subject is historical. Reading In addition to reference textbooks, there are assigned certain selections from the writings of such leading Christian thinkers as Irenaeus, Tertullian, Origen, Athanasius, the Cappadocian fathers, Augustine, Pseudo-Dionysius, Anselm, Abelard, Bernard. Requirements Brief, critical essays on source readings in two or three major Christian thinkers; a final examination. HUMANITIES Rio5: THOUGHT (4 units) HISTORY OF EUROPEAN CHRISTIAN Scope An introduction to the theological history of Christianity in the renaissance, reformation, and enlightenment. The focus is on the theological achievements of the outstanding scholastic, humanistic, Protestant, and Catholic thinkers, interpreted in the context of the ideas and aspirations of imperial and national European culture. The approach to the subject is historical. Reading In addition to reference textbooks, there are assigned certain major writings of such leading Christian thinkers as Aquinas, Duns Scotus, Ockham, Wycliffe, Cusanus, Erasmus, Luther, Ignatius Loyola, Calvin, Hooker, Bossuet, Pascal, Schleiermacher.

49 Requirements Brief, critical essays on source readings in two or three major Christian thinkers; a final examination. HUMANITIES Rii4: CHRISTIAN ETHICS (4 units) Scope The course is divided into two sections of approximately equal length. The first part of the course consists of an examination of Christian ethics from an historical point of view, starting with the Biblical materials and giving attention to various ways in which matters of ethical concern have been approached since the early church, with special attention being focused on Augustine, Aquinas, the Reformers, and contemporary Christian thinkers. The second part of the course attempts to make use of the insights thus derived by examining such current problems as the state and politics, war and atomic weapons, property, sex and marriage, race, and campus ethics. Reading In the first portion of the course, students are required to read certain portions of the Old and New Testaments, and a series of primary source materials collected in Beach and Niebuhr, Christian Ethics. Supplementary Protestant and Catholic materials are also studied. The readings on contemporary problems cover a wide range of current opinion, so that the student will have a variety of resources with which to focus his own thinking on the specific subjects covered in the course. Requirements A paper of about 4,000 words, devoted either to a study of one of the historical figures or to an analysis of one of the contemporary problems; a midterm examination; a final examination. HUMANITIES Ri5o: CHRISTIAN CLASSICS (2 units) Scope Primarily through class discussion the course will study closely one major work or controversy, attempting to assess the ideas of the writer or writers as contributions to the religious scene of the time, as influential in subsequent developments of religious thought, and as valuable in the consideration of current problems of religious thought. Introductory lectures and background reading in secondary material will lay the groundwork for the discussion of the subject. Reading Reading of the work assigned will predominate, with whatever secondary material seems necessary. Requirements Depending on enrollment, class papers will be assigned for presentation and discussion, or a research paper principally concerned with the exposition and criticism of some aspect of the work being studied will constitute the writing assignment.

50 AREA REQUIREMENTS PHILOSOPHY, RELIGION 49 HUMANITIES Ri82: THEOLOGY AND CONTEMPORARY LITER- ATURE (4 units) Scope This course attempts to assess the theological dimension contained in the writings of a variety of modern authors, with particular reference to the novel. Such themes as the reality of guilt, the threat of emptiness, the search for meaning, and the possibility of redemption, will be explored. Major attention will be directed to writers who do not speak out of an explicitly Christian context, although the writings of some Christian authors will also be examined. Reading After orientation to the overall problem, students will read a variety of contemporary works, of which the following are illustrative: Albert Camus, The Plague and The Fall', Robert Penn Warren, All the King's Men; John Steinbeck, East of Eden; Ignazio Silone, Bread and Wine; James Agee, A Death in the Family; Alan Paton, Too Late the Phalarope; Graham Greene, The Heart of the Matter; W. H. Auden, For the Time Being. Requirements A critical essay of about 4,000 words, appraising a theme or an individual writer studied in the course; a midterm examination, and a final examination. HUMANITIES (C)-^LITERATURE Humanities HUMANITIES 61, 62, and 63: WORLD LITERATURE AND THE HISTORY OF IDEAS (4 units; 5 units for Honors students) Scope The three courses provide an introduction to fundamental ideas of the past and present through interpretation and discussion of selected masterpieces. The course is conceived of as a unity, and it is recommended, but not required, that students take all three quarters in sequence. Humanities 61, Classic Literature, is given every autumn quarter; Humanities 62, Medieval and Renaissance Literature, is given every winter quarter; and Humanities 63, Literature of the Enlightenment and the Modern World, is given every spring quarter. Reading The reading lists for each quarter vary from year to year. They are available in advance in the Humanities Office, room 5i-L. Requirements Students attend three lectures per week and meet once a week in small sections fqr discussion. A short term paper is required in addition to the final examination each quarter. Students in the Undergraduate Honors Program in Humanities will be enrolled in special twohour discussion sections and will receive five units for the course.

51 50 GENERAL STUDIES PROGRAM Asian Languages ASIAN LANGUAGES 151: ANCIENT CHINESE LITERATURE IN TRANSLATION (4 units) Scope The purpose of the course is to introduce the student to outstanding examples of ancient Chinese literature with a view to familiarizing him with the early Chinese literary tradition. The selections in both verse and prose forms will cover the period from about the eighth century, B.C. to the third century, A.D., and include selections from the Confucian Classics, the earliest collections of poetry, works of philosophers and historians, and so forth. Their historical, social, and intellectual backgrounds will be discussed in class lectures. Reading All principal readings will be found in such works as William Theodore de Bary, et al., Sources of Chinese Tradition; James Robert Hightower, Topics in Chinese Literature; Arthur Waley (trans.), The Boot^ of Songs, The Nine Songs, The Temple, I'jo Chinese Poems, More Translations from the Chinese, The Analects of Confucius, The Way and Its Power; David Hawkes (trans.), Ch'u Tz'u; Derk Bodde (trans.), Statesman, Patriot, and General in Ancient China; H. H. Dubbs (trans.), History of the Former Han Dynasty; Robert Payne (ed.), The White Pony; E. R. Hughes, Chinese Philosophy in Classical Times, Two Chinese Poets; James Legge (trans.), The Wor\s of Mencius; Y. P. Mei (trans.), The Wor\s of Motse; }. J. L. Duyvendak (trans.), The Bool^ of Lord Shang; W. K. Liao (trans.), Han Fei Tzu; etc. There will also be assigned collateral readings. Requirements In the course there will be a final examination of the essay type, but no midterm. There will also be required two short critical papers. Freshmen and sophomores may be admitted by permission of the instructor. ASIAN LANGUAGES 152: MEDIEVAL CHINESE LITERATURE IN TRANSLATION (4 units) Scope The class will read and discuss typical and beautiful examples of Chinese literature from the third to the fourteenth century in English translation. Genres included are lyric poetry, the literary essay, the short story, and the drama. Lectures and discussions will deal with the evolution of Chinese literature; its historical, cultural, social, and intellectual background; Chinese concepts of the role of literature and literary criticism; and comparisons widi the Western tradition.

52 AREA REQUIREMENTS LITERATURE Reading Theodore de Bary (ed.), Sources of Chinese Tradition; ]. R. Hightower, Topics in Chinese Literature; Arthur Waley, Translations from the Chinese, Chinese Poems, Ballads and Stories from Tunhuang; Robert Payne, The White Pony; Ch'u Ta-kao, Lyrics; H. A. Giles, Gems of Chinese Literature: Prose; C. C. Wang, Traditional Chinese Tales, Stories of Old China (Peking, 1958); The Man Who Sold a Ghost (Peking, 1958); The Dragon King's Daughter (Peking, 1954); The Courtesan's Jewel Box (Peking, 1957); William Acker, T'ao the Hermit; Lu Chi, Essay on Literature, S. H. Chen (trans.); Liu Hsieh, The Literary Mind and the Carving of Dragons, Vincent Y. C. Shih (trans.); Witter Bynner and Kiang Kang-hu, The Jade Mountain; William Hung, Tu Fu, China's Greatest Poet; Arthur Waley, The Poetry and Career of Li Po, The Life and Times of Po Chii-i; Lin Yutang, The Gay Genius; Cyril LeGros Clark, The Prose-Poetry of Su Tung-p'o; Gerald Bullett, The Golden Year of Fan Cheng-ta; C. M. Candlin, The Herald Wind, The Rapier of Lu; Kuan Han-ching, Selected Plays; Wang Shih-fu, The Romance of the Western Chamber, S. I. Hsiung (trans.). Requirements A final examination of the essay type but no midterm. Two or three short critical papers will be required. Freshmen and sophomores may be admitted by permission of the instructor. ASIAN LANGUAGES 153: MODERN CHINESE LITERATURE IN TRANSLATION (4 units) Scope The purpose of this course is to introduce the student to the tradition of the vernacular literature in China in the modern period. Novels, short stories, poems, and plays are selected to illustrate the rise of the vernacular as a literary medium as well as the changing intellectual climate during the early part of the twentieth century. The course consists of class lectures, discussions, and assigned readings. Reading No definite text is required. The principal readings will be found in such works as Ts'ao, Chan, Dream of the Red Chamber, translated by C. C. Wang or Florence and Isabel McHugh; Wu, Ching-tzu, The Scholars, translated by Yang Hsien-yi and Gladys Yang; Liu E, The Travels of Lao Ts'an, translated by Harold Shadick; Modern Chinese Stories, translated by C. C. Wang; Chou, S. J., Ah Q and Others, translated by C. C. Wang; Shen, Yen-ping, Midnight; Shu, Ch'ing-ch'un, The Rickshaw Boy, Modern Chinese Poetry, translated by S. H. Chen; Contemporary Chinese Poetry, translated by Robert Payne; Tien, Han, The White Sna\e, a Peking Opera, translated by Gladys Yang; and Wen, Chiapao, Thunderstorm, translated by Wang Tso-liang. There will be assigned collateral readings.

53 52 GENERAL STUDIES PROGRAM Requirements A final examination of the essay type but no midterm. Two or three short critical papers will be required. Freshmen and sophomores may be admitted by permission of the instructor. ASIAN LANGUAGES Ji5i: EARLY JAPANESE LITERATURE IN TRANSLATION (4 units) Scope The course covers the development of Japanese literature from the age of primitive song (ca. sixth century, A.D.) to the end of the twelfth century. Significant examples of poetry, fiction, the essay, pseudo-history, and such mixed genres as the collections of poems with prose contexts and the travel diary are read. The impact of the Chinese literary example on the Japanese primitive tradition, the rapid development of a sophisticated written literature in the seventh and eighth centuries, and the efflorescence of the court tradition in the Heian period ( ) define the basic historical pattern of this formative age. Attention is given to the body of accumulating traditions and conventions which determine the range and direction of early Japanese literature, to the techniques which the writer employs in organizing his materials into artistic structures, and to the development of Japanese standards of aristocratic literary taste and the courtly ideal. Reading Anthology of Japanese Literature from the Earliest Era to the Mid-Nineteenth Century, edited by Donald Keene; and Arthur Waley's translation of the Tale of Genji. Additional readings are assigned from individual translations of representative works. Requirements Two or three short analytical papers are required. There is a final, but no midterm examination. Freshmen and sophomores may be admitted by permission of the instructor. ASIAN LANGUAGES Ji52: MEDIEVAL JAPANESE LITERATURE IN TRANSLATION (4 units) Scope This course covers the period from the decline of the court tradition at the end of the twelfth century to the emergence of plebeian literary forms in the seventeenth century. The medieval period in Japan was one of flux and contrary tendencies, in literature as well as in society. Important new literary forms appeared: in prose, the romantic war tale; in poetry, the long and intricately constructed linked verse; in drama, the subtle productions of the No stage. But at the same time old forms continued to be practiced, especially in poetry, and toward the end of the period foreshadowings of a completely new literature begin to appear.

54 AREA REQUIREMENTS LITERATURE 53 The continuity of the Japanese literary tradition is considered in terms of these developments, and an attempt is made to define some of the constant factors which shaped that tradition down to the end of the medieval period. Reading Required texts are: Donald Keene, ed., Anthology of Japanese Literature, and Howard Hibbett, The Floating World in Japanese Fiction. Additional readings are assigned from individual translations of representative works. Requirements Two or three short analytical papers are required. There is a final, but no midterm examination. Freshmen and sophomores may be admitted by permission of the instructor. ASIAN LANGUAGES 7153: MODERN JAPANESE LITERATURE IN TRANSLATION (4 units) Scope This course covers literary developments from the eighteenth century to the present. The literature of this age is divided into two distinct periods by the revolutionary changes which accompanied the intrusion of Western culture into Japan in the late nineteenth century. Major examples of the fiction, poetry, and drama written in these centuries are read and analyzed critically, with attention given in the earlier period to the popular novel, haiku poetry, and the plays of the puppet theater and kabuki stage; and in the later period to the new forms created under the influence of Western literature, especially the modern novel and short story. Reading Required texts: Donald Keene (ed.), Anthology of Japanese Literature and Modern Japanese Literature. Additional readings are assigned from individual translations from Tokugawa and modern literature. Requirements Two or three short analytical papers are required. There is a final, but no midterm examination. Freshmen and sophomores may be admitted by permission of the instructor. Classics CLASSICS Gioo: EURIPIDES; GIOI, in: TRAGEDY (SOPHOCLES, EURIPIDES); Gi02,112: HOMER (Iliad, Odyssey}; GiO3, 113: PLATO (Symposium, Phaedo, Republic} (3 to 4 units each) Scope In Gioo the student will read a simple play (Alcestis) and learn how a Greek tragedy is composed. The series Gioi,Gi02,6103 an<^ Gin,

55 54 GENERAL STUDIES PROGRAM Gii2, 0113 are offered in alternate years. The courses are designed to develop the student's knowledge of the Greek language and his appreciation of Greek literature. In GIOI and Gin one play of Sophocles (King Oedipus or Antigone} and one of Euripides (Medea or Hippolytus} will be read in Greek and others in translations. In GiO2, Gii2, selections from the Iliad and Odyssey will be read in Greek, the rest in English. In 6103, Gii3, selections from the three dialogues will be read in Greek, the rest in English. The primary purpose of the two series of courses is to acquaint the students with some of the greatest works of Greek literature, poetry and prose. Special attention will be paid in the reading of epic and of tragedy to structure, composition, and characterization, in the reading of Plato to the literary dialogue and to the presentation of philosophic problems. Requirements Greek 23 or its equivalent is a prerequisite. The student will be expected to write an essay or do other written work in each course. CLASSICS HEioi: ADVANCED HEBREW READING (4 units) Scope Emphasis will be on close reading and exegesis of the most difficult parts of the Hebrew Bible, such as the Book of Job and prophetic and psalmodic poetry. Particular parts read will depend on interests and needs of the students. Emphasis will also be given to textual criticism and its methods, as well as to literary forms and literary history. Depending on time and the interests of students, some practice may be given in reading unvowelled texts. Requirements Hebrew 23 or its equivalent is prerequisite. CLASSICS Lioo: VIRGIL'S Aeneid (3 units); LIOI, Li02, Lio3: THE CICERONIAN AGE CICERO, CATULLUS, SALLUST; Lin, Li 12, Li 13: THE AUGUSTAN AGE HORACE, VIRGIL, LIVY (3 to 4 units each) Scope In Lioo the student will read some of the most famous passages of Virgil's Aeneid. The series Lioi,Li02, Lio3, and Liu, Lii2, Lii3 are offered in alternate years. They are designed to introduce the student to the literature of a particular age, studied in its historical context. The works read will vary from one year to another. In the Republican series some selections will be included from Cicero's Letters and his speeches or essays, from the Jugurtha or Catiline of Sallust, and the poems of Catullus. In the Augustan series, the Odes of Horace will always be included, and

56 AREA REQUIREMENTS LITERATURE 55 portions of the works of Virgil and Livy. Always attention will be paid to style and language, the rhetorical and poetic conventions, the metrical niceties of verse, the relation to Greek sources and literary fashion, as well as to the political and social setting. While students are encouraged to take the entire series, they may also be admitted to the individual quarter courses. Requirements- Latin 23 or its equivalent is a prerequisite. CLASSICS Li5i: PLAUTUS AND TERENCE; Li52: ROMAN SATIRE HORACE; 1,153: TACITUS; Li6i: LUCRETIUS; Li62: ROMAN SATIRE MARTIAL, JUVENAL, PETRONIUS; 1,163: ROMAN ELEGY OVID, PROPERTIUS, TIBULLUS (3 to 4 units each) Scope The courses Li5i, Li6i, Li52, Li62, Li53, Li63 are offered in alternate years. They are designed to introduce the students to some of the masterpieces and to the various genres of Latin literature. In Li5i two comedies (one of Plautus and one of Terence) will be read, and the problems of Roman Comedy (Greek sources and influence on modern comedy) will be discussed. In Li52 some of Horace's satires and epistles will be read and the problems of Horatian satire, of his philosophy of life and of his literary criticism will be discussed. In Li53 selections from the works of Tacitus will be read and the work and time of Tacitus and the problems of his ethical historiography will be discussed. In Li6i extensive selections from the six books of Lucretius' De Rerum Natura will be read and the problems of Epicurean philosophy, of Lucretius' archaisms, and of the poetic texture and purpose of the poem will be discussed. In Li62 some of the epigrams of Martial and of the satires of Juvenal and part of Petronius' Satyricon will be read and the problems of the bitter satire of the Roman Empire will be discussed. In Li63 extensive selections of the works of the Latin elegiac poets Ovid, Propertius, and Tibullus will be read and the literary problems of the love elegy will be discussed. Requirements The students will be expected to write an essay in each CLASSICS Ti6i: THE CLASSICAL EPIC (3 units) Scope Modern translations of the Homeric epics will be read. The epics will be treated formally and historically. Epic conventions and structure, mythology, analysis of imagery and symbolism are the main points of emphasis. Reading In addition to Homer, relevant selections from other epics

57 56 GENERAL STUDIES PROGRAM (Apollonius, Argonautica and Virgil, Aeneid) will be read, and a few critical essays will be assigned. Requirements Lectures and discussion will deal mainly with the poetic text, but necessary background and critical material will be introduced in the lectures or by short oral reports. The student is expected to write a short critical and analytical paper on one of a number of suggested topics. There will be a midterm test and a final examination. CLASSICS Ti62: TRAGEDY (3 units) Scope This course is an introduction to the tragedies of Aeschylus, Sophocles, Euripides and Seneca. It has the following objectives: (i) to investigate the origin and development of the genre as influenced by practical necessities and a changing conception of man's relationship to the universe; (2) to study the way in which myth can be effectively used and re used to develop a variety of ideas; and (3) to relate tragedy to the context of fifth century Athens and imperial Rome, and to the ancient Greek literary tradition. Reading Aeschylus' Prometheus Bound, Agamemnon; Sophocles' Oedipus Rex, Oedipus Coloneus, Ajax, Philoctetes; Euripides' Alcestis, Hippolytus, Medea; Seneca, Phaedra, Medea. Requirements The course will meet twice a week for lecture. Each week a brief paper will be required, being a short critical analysis of some limited problem involved in the play currently being read. There will be in addition a final examination. CLASSICS 1163: HISTORIANS (3 units) Scope This course is an introduction to historical writing and to biography. In the lectures, the problems of the origin, form and purpose of the various types of historical writing and of biography will be discussed. Reading Representative selections from the works of Herodotus, Thucydides, Livy, Tacitus, Plutarch. Requirements Each week a brief paper will be required on some problem connected with the current reading. There will be in addition a final examination. CLASSICS Ti88: GREEK MYTHS (2 units) Scope This is a study of the classic myths designed to furnish background material for the European literary tradition and to familiarize the student with the nature and function of myth. The origins and development of the myths are considered in terms of anthropology, religion, and history. The interpretation of the myths at

58 AREA REQUIREMENTS LITERATURE 57 various historical stages deals primarily with the euhemeristic, allegorical, and psychological views. The representation of myths in the plastic arts is presented by slides and pictures. Students will examine the use of mythology in poetic imagery in short works of literature. The use of myth as the structural framework for modern fiction and drama is treated by class discussion and lecture. Although emphasis is placed on the individual myths, some time is devoted to comparative treatment which points up patterns within the classical tradition as well as parallels with the myths of other cultures. Reading The basic texts are Ovid's Metamorphoses and a modern handbook of mythology. English ENGLISH 7: MASTERPIECES OF ENGLISH LITERATURE (4 units) Scope The purpose of the course is to introduce the student to the best examples of various forms of English literature, and, through a somewhat intensive study of the texts, to teach him how to read analytically and critically works of this nature. Reading The student reads a number of masterpieces of English literature, beginning usually with selections from Chaucer's Canterbury Tales and concluding with some outstanding work of the twentieth century. An effort is made to include as many different literary forms as possible poetry, drama, the essay, and the novel among them. A typical quarter's course might include, in addition to Chaucer, plays by Shakespeare and Congreve, essays by Bacon and Johnson, poems by Donne, Milton, Pope, Yeats, and Eliot, and two or three novels by such writers as Jane Austen, Charles Dickens, and E. M. Forster. Requirements In addition to one or two midterm examinations and the final examination, all of the essay type, two or three critical papers of from four to five typewritten pages are required. The course meets four times a week. There are no prerequisites. ENGLISH 9: MASTERPIECES OF AMERICAN LITERATURE (4 units) Scope This course introduces the student to various forms of American literature through fairly intensive study of a few major works. Its chief purpose is to prepare the student for, and to stimulate, a serious, critical reading of American literature. While it is not a historical survey,

59 GENERAL STUDIES PROGRAM the works are assigned in roughly chronological order, and some attention is paid to defining their peculiarly American character. Reading The reading is drawn from some, but not all, of the following: fiction by Hawthorne, Melville, Twain, James, Wharton, Faulkner; poetry by Dickinson, Robinson, Frost, Eliot, Stevens; drama by O'Neill; and autobiography and history by Franklin, Prescott, Thoreau, and Henry Adams. Requirements In addition to a midterm examination and a final examination, both of the essay type, two or three brief critical papers are required. The course meets four times a week, and there are no prerequisites. ENGLISH 25: SHAKESPEARE (4 units) Scope This course, an introduction to Shakespeare's poems and plays, has three main objectives: (i) to acquaint the student with Renaissance values and thought, enabling him to read Shakespeare without distortion and with some precision; (2) to show, through an analysis of poetic and dramatic techniques, how poetic drama can speak to man; and (3) to demonstrate Shakespeare's mastery of these techniques. After taking this course the student should be able to read or view not only a Shakespearean play, but any play, with greater understanding and insight. Reading Readings include a selection of poems and about 15 plays, including histories, comedies, and tragedies. The works are read in chronological order. Reading of critical commentary sometimes is assigned, but the heart of the course is the text of Shakespeare. Requirements From two to five papers, occasional quizzes, a midterm, and a final examination are required. The papers are short, critical analyses of problems that arise in the student's mind during his reading, or during class lecture and discussion. The course meets four times a week and has no prerequisites, but it is assumed that the student has read several of Shakespeare's plays. ENGLISH 75: INTRODUCTION TO THE NOVEL (4 units) Scope The objectives of this course are to introduce the student to eight or ten significant novels, to introduce him to some of the essential techniques employed in the writing of novels, and to discuss, so far as is possible, the themes of the novels in relation to the time-context in which they appeared. Novels are discussed in terms of their artistic ingredients, such as characterization, dialogue, description, point of view, editoraliz-

60 AREA REQUIREMENTS LITERATURE 59 ing, and use of symbols, but this approach will vary according to the particular novels chosen by the instructor. In some instances, for example, the structure of a particular novel might not afford such rich matter for discussion as the theme; in that case the emphasis might be more social or historical than artistic. But the course will embrace, in one place or another, all of the artistic elements listed above. Reading Usually eight to ten novels are required reading. A typical list would be Fielding, Joseph Andrews; Austen, Pride and Prejudice; Dickens, Hard Times; Hardy, The Mayor of Caster bridge; Dostoevsky, Crime and Punishment; Conrad, The Secret Agent; Woolf, Mrs. Galloway; Camus, The Stranger; Greene, Brighton Roc\; and Ellison, Invisible Man. Requirements Two papers usually are required, but they may vary in number and length according to the instructor's approach or the amount of reading assigned. They are normally critical discussions of some point of interest relevant to character, theme, etc., in the novels read. A final examination is required. There are no prerequisites, and the course meets three times a week. ENGLISH 76: INTRODUCTION TO POETRY (4 units) Scope There are three main objectives: (i) to provide the students with a critical method for understanding and evaluating poems; (2) to introduce the students to some of the best poems written in English; and (3) to gi ye tne students enough historical and biographical background to enable them to read the assigned poems in their time-context. The instructor raises a number of leading questions pertaining to such matters as the paraphrasable content of a poem, diction, imagery, symbolism, tone, metrics, form, rhyme scheme, and theme, and guides the class in finding answers. The first two weeks are spent in detailing some of the problems in these areas and illustrating possible solutions. Throughout the rest of the course the students are expected to apply the critical method in examining the poems assigned. The instructor makes no a priori judgments as to what is a good and what is a bad poem. Though the development of taste and understanding is the main objective of the course, the operating assumption is that this taste and understanding must be discovered and cannot be indoctrinated. The books used and the number and the nature of the papers required will be up to the individual instructor. The course meets four times a week. There are no prerequisites.

61 60 GENERAL STUDIES PROGRAM ENGLISH 77: INTRODUCTION TO THE DRAMA (4 units) Scope The course is designed to instruct the student in the play as a distinctive literary form through the analysis of masterpieces written in all periods of dramatic history. It is specifically aimed at the student who has had little or no experience of dramatic literature. Because no play can be properly interpreted out of its context, which is the theater, a number of lectures will be devoted to the development of theatrical technique. On finishing the course, the student should be able to read any play with understanding and enjoyment because of his knowledge of the conventions and devices of production upon which dramatists rely. Reading The course includes about 20 plays from ancient to modern times. At the discretion of the instructor these will be read in chronological order or in groups according to classification. Requirements The course meets four times a week, and there are no prerequisites. Two or more papers are assigned; the length of each may vary, but the total will not exceed 4,000 words. There are two or more quizzes and the final examination, all of the essay type. ENGLISH 171: CONTEMPORARY DRAMA (4 units) Scope This is a study of modern drama from Ibsen to the present, and the plays are drawn about equally from Continental, British, and American sources. They are selected both for their excellence in themselves and as they illustrate dominant trends in late nineteenth and in twentieth century theater realism, naturalism, romanticism, expressionism, comedy, tragedy as well as the important plays which fit no neat pigeonhole. The course focuses on the plays as examples of dramatic art and expression, and although it keeps constantly in mind the fact that all plays are written for production, it does not attempt to explore fully the technical aspects of production. Reading More than 30 plays are studied in lecture-discussion. A representative list of dramatists would be Ibsen, Strindberg, Hauptmann, Chekov, Gorki, Rostand, Maeterlinck, Molnar, Pirandello, Capek, Anouilh, Wilde, Pinero, Synge, Barrie, Galsworthy, Shaw, Maugham, O'Casey, Fry, Rice, O'Neill, Connelly, Anderson, Sherwood, Wilder, Odets, Miller, and Williams. Requirements Two 2,ooo-word papers are required. Each student selects a dramatist in two of the three groups, Continental, British, and American, reads two or three additional plays by that dramatist, and writes a critical paper on some narrowed aspect of the dramatist which interests him. The course meets four times a week, and there are no prerequisites.

62 AREA REQUIREMENTS LITERATURE 61 ENGLISH 172: FORMS OF THE MODERN NOVEL (4 units) Scope This is an advanced course in the reading and criticism of the novel, and introduces the student to some of the main novelistic tendencies and forms from 1840 to the present. The approach is neither strictly chronological nor national, and the reading is distributed among English, American, and European writers. The lectures emphasize the individual novels assigned rather than the lives and other publications of their authors, though there is some discussion of the psychology of composition. The reading list reflects the general movement of the novel from realism to impressionism and experimentalism, and presents this movement as an international phenomenon. Two other emphases of the course may be noted: (i) considerable attention to psychological novels concerned with spiritual conflict and change, with self-exploration, with psycho-sexual disturbance; (2) a marked concern with the technique and rhetoric of fiction: with the ways in which the novelist controls and manipulates the reader's feelings and attitudes. The course examines the novel as an art form and as a mode of intense personal communication. It is not concerned with the conventional popular novel or with the novel as an adjunct to sociology. Reading Usually about seven full-length novels (italicized below) and seven shorter novels are assigned. A typical list would include Dostoevsky, "Notes from Underground" and "The Double"; Hardy, The Mayor of Casterbridge; James, "The Turn of the Screw"; Proust, Swann's Way, Conrad, Lord Jim and "The Secret Sharer"; Gide, The Immoralist; Mann, "Death in Venice"; Kafka, "The Metamorphosis"; Faulkner, Absalom, Absalom; Camus, The Plague-, Durrell, Justine. Other novelists studied in past years: Hawthorne, Fitzgerald, Hemingway, Ford Madox Ford, James Joyce, E. M. Forster, D. H. Lawrence, Graham Greene, Elizabeth Bowen, William Golding, Gustave Flaubert, Alain-Fournier, Raymond Radiguet, Andre Malraux, Ennio Flaiano, fimile Zola. Requirements An essay on some aspect of one of the novels is required. The final examination (or, in some years, an essay substituted for the final examination) demands an ability to see relationships of technique and theme among the novels assigned. There are no prerequisites, but a serious interest in literature is presumed. The course meets three or four times a week for lectures, but is occasionally divided into sections of about twenty students for discussion. ENGLISH 278: POPULAR BALLAD AND FOLKSONG (4 units) Scope The objective of this course is to acquaint the student with the broad field of folksong in Great Britain and North America. Both

63 62 the orally circulating traditional ballad and its printed counterpart the broadside will be examined in some detail, with emphasis on contemporary survivals. Lectures on literary and folkloristic backgrounds will be supplemented with recordings which illustrate problems of authenticity, processes of variation, and varieties of singing styles. The modern topical song of protest or propaganda will be considered in relation to the historical tradition from which it has descended, and the principal folksong movements of today will receive attention. Reading Assignments will concentrate on close analysis of representative examples of British, American, Canadian, and Australian ballads, supplemented by selected readings from the critical literature of balladry, in which the student can pursue his own interests with considerable latitude. Requirements Papers will include several familiarization exercises and two moderate-length essays studying variant texts and tunes of a ballad complex. In addition, students will present a piece of folklore which they have collected from an informant during the quarter. Musical knowledge is not prerequisite, but student talent will be drawn upon wherever possible. The course will include a midterm and a final examination. French and Italian In addition to the courses designated AF and AI, for which readings and classroom discussion are in English, the Department also offers courses in French and Italian literature numbered above 100 in which readings are in the original language and which also may be taken to fulfill the literature requirement of the General Studies Program. A list of these courses, described in the Courses and Degrees Bulletin, follows (the asterisk indicates courses in which the lectures and classroom discussion are in French or in Italian): French *Fri30, *Fri3i, *Fri32, *Fri40, *Fri4i, *Fri5o, *Fri5i, *Fri52, *Fn6o, *Fn6i, *Fri7o, *Fri7i, *Fny2, *Fn8o, *Fri8i, Fri9o. Italian *Iti3o, *Iti3i, *Iti32, *Iti5i, *Iti52, *Iti62, *Iti63, *Iti65, *Iti66. FRENCH AND ITALIAN AFi6o: MOLIERE IN TRANSLATION (3 units) Scope This course is designed to acquaint the students with both the universal aspects of Moliere's comedies and the circumstances under which they were produced. The lectures provide background on the

64 AREA REQUIREMENTS LITERATURE 63 Age of Louis XIV, the European movement of preciousness, and the form and structure of classical French plays. Particular attention is paid to the analysis of humor in Moliere's comedies and to his contribution to the Don Juan legend. Topics for discussion include the following: Which yardstick should we use to guide us in our behavior? Are excesses justified if they may serve a good cause? To what extent can a man be sincere in society? What kind of education should women receive? Who should be the head of the family? Whenever possible, this course is arranged to coincide with an Acting and Directing course (Speech and Drama 164) so as to give the students an opportunity to witness various translations and interpretations of Moliere and enable them to develop a sense of discrimination in judging these. Reading The principal comedies of Moliere in translation, including Tartuffe, Don Juan, The Misanthrope, The Learned Ladies, The Miser, and others. Requirements One term paper dealing either with a general aspect of Moliere's art or analyzing one of his plays in detail. In addition, a midterm and a final examination. There are no prerequisites, but the course is not recommended for freshmen. FRENCH AND ITALIAN AFi7o: THE NINETEENTH-CEN- TURY FRENCH NOVEL IN TRANSLATION (3 units) Scope The course is not a historical survey of the French novel, but rather an attempt to develop techniques in reading. It deals with such problems as the relationship of author and public, the role of observation and imagination in artistic creation, the meaning of such notions as "realism" and "naturalism," etc. Reading The entire class reads one novel, the title of which will vary from year to year, by Balzac, Hugo, Stendhal, Flaubert, and Zola. Students are expected to have read the prescribed works at fixed dates so as to be able to participate actively in class discussion. They are also required to read two contemporary novels selected by themselves with the approval of the instructor. Requirements The supplementary readings are the basis for two substantial written reports. There is a final examination. FRENCH AND ITALIAN AFiyi: CONTEMPORARY FRENCH NOVELISTS (3 units) Scope The course considers a number of the most important French novels of the twentieth century, picked for their artistic and social interest.

65 6 4 Lectures deal with the general culture and literary background of modern France as well as the individual figures. Reading Novels by Gide, Proust, Malraux, Mauriac, Sartre, Camus, etc. There will be class discussions of the selected texts. Requirements A midterm quiz and a final examination. FRENCH AND ITALIAN AI75: DANTE (3 units) Scope In his major work, The Divine Comedy, Dante succeeded in synthesizing 1,300 years of intellectual and spiritual activity in terms of his own unique experience of life. The approach to Dante, therefore, will consist of emphasizing the perennial human situations as they are met with in the poem. The attempt will be made to introduce students to those modes of thinking which characterize the medieval approach to philosophy, poetry, and theology. By trying to enter the mind of Dante through an act of historical imagination, the discovery will be made that, behind the unfamiliar terminology and modes of thought, there are phrased the same "big questions" which concern our contemporaries. The course takes the form of three lectures a week, directed discussions, and reports. Reading This includes The Divine Comedy, translated by L. Binyon, D. Sayers and J. Ciardi; The New Life, translated by D. G. Rossetti in The Portable Dante; or translated by Musa. Requirements Each student will submit one written report on topics to be chosen by himself, and a final paper. Modern European Languages Among the courses numbered above 100, and designated G, R, SL, and Sp, which are offered by the Department of Modern European Languages there are many which deal with literature. These may be taken to fulfill part of the Humanities requirements of the General Studies Program. These courses vary greatly in content, from treating one work or one author to the literary (and also often cultural) history of an extensive period. In all of these courses the student is required to study thoroughly documents in their original language and is helped to increase his skill in the art of text interpretation. In this connection he is furnished with background material of a great variety biographical, cultural, historical, political, socio-economic, aesthetic, etc. All courses aim in their particular

66 t AREA REQUIREMENTS LITERATURE 65 ways at increasing the student's understanding and appreciation of foreign peoples, their lives, cultures, ideas, and achievements. A list of these courses, described in the Courses and Degrees Bulletin, follows (the asterisk indicates courses in which the lectures and at least part of the class discussions are carried out in the language under which they are listed): German Gi20, Gi2i, 0131, 6132, 6133, *Gi4i, *Gi43, *Gi45, *Gi8o, *Gi8i, *Gi82, *Gi8 3, *Gi8 4, *Gi86, Russian Ri3i, Ri32, Ri33, Ri8i, Ri82, Spanish Spi2i, Spi25, Spi26, Spi3i, Spi32, Spi33, *Spi34, *Spi35, Spi 4 2, Spi 43, *Spi5i, *Spi 5 2, *Spi8o, *Spi82, *Spi86, *Spi87, *Spi88, *Spi8p. MODERN EUROPEAN LANGUAGES ^142: THE THEO- LOGICAL NOVEL (3 units) Scope The lectures and discussions three times a week deal with the theological novel as a specific category of modern European literature of great importance for the history of ideas. To provide a general background, the introductory lectures examine and interpret different forms of religious experience as typical or personal manifestations of human existence (Lutheranism, Calvinism, Roman Catholicism, Jansenism, etc.; Pascal, Kierkegaard, Newman, Karl Earth, Unamuno, Simone Weil, etc.). This will familiarize the student with the main problems encountered in the novels selected for discussion (the different kinds of "humanism," the nature of sanctity, evil, sin, grace, predestination, etc.). The main objective of the course is to aid the student in relating literature to life by encouraging awareness of the personal insights to be gained from a consideration of basic religious ideas. Reading The reading list contains the titles of novels by Dostoevsky, Bloy, Bernanos, Mauriac, Morris L. West, C. S. Lewis, Graham Greene, Evelyn Waugh, Martm-Descalzo, and Gertrude von Le Fort. The student is required to read from eight to ten novels of average length. The reading requirements vary slightly from year to year. Requirements There is a final examination, but no midterm. MODERN EUROPEAN LANGUAGES Aify: THE EXIS- TENTIAL QUEST IN THE CONTINENTAL NOVEL (3 units) Scope Exploration of the widely differing forms taken by the quest for freedom and an authentic existence in a world seen as absurd. Dis-

67 66 GENERAL STUDIES PROGRAM cussion of the way in which the existential theme shapes the narrative form. Reading One representative work in English translation of each of the following authors: Dostoevsky, Rilke, Kafka, Musil, Malraux, Sartre. Requirements A final examination; no midterm examination or term paper. MODERN EUROPEAN LANGUAGES AG75: GOETHE'S Faust (3 units) Scope The main purpose of the course is to help the student understand and appreciate the text of the drama in its English translation. The history of the Faust legend is presented briefly. During the interpretation of the text frequent references are made to Goethe's life and thought and to the conditions of his time, especially to that phase in the history of ideas known as German Idealism. The nature of the drama invites discussion of man's attitude to life as a whole, as well as to a great variety of religious, philosophical, ethical, political, and aesthetic problems. The ultimate aim is to increase the student's awareness of some of these problems and to stimulate him to clarify his personal responses to them. The study of the form and structure of the drama leads to a consideration of the nature of tragedy and of the characteristics of various literary styles. Reading The reading centers on an intensive study of the Faust text in English. In addition the student is required to read one biography of Goethe and the chapters on Faust in several. He is also expected to read one of a selection of books dealing with the Faust-legend. For the rest of the reading he follows his personal interests. Requirements There is a final examination, but no midterm and no term paper. MODERN EUROPEAN LANGUAGES AGi46: KAFKA (3 units) Scope Discussion in chronological sequence of the works of Kafka so that the development of his themes and form becomes apparent. Special emphasis on the way in which narrative structure and symbolism reveal the various meanings of Kafka's works. Reading The novels and major short stories of Franz Kafka in English translation. Requirements A final examination; no midterm examination or term paper.

68 _ AREA REQUIREMENTS LITERATURE _ 67 MODERN EUROPEAN LANGUAGES AGi56: BRECHT (3 units) Scope The development of Brecht as a playwright, poet, theoretician and innovator of the theater. Illumination of imaginative work and theory in relation to each other and to the social, political, and cultural history of Brecht's age. Reading The major plays, selected poems, and theoretical writings of Brecht in English translation. Requirements A final examination; no midterm examination or term paper. MODERN EUROPEAN LANGUAGES AGiSi: NIETZSCHE (3 units) Scope Examination of the development of central themes and concepts of Nietzsche: the Tragic Affirmation, the Superman, the Eternal Recurrence, the Gay Science, the Anti-Christ, Perspectivism, the Will to Power. Examination of Nietzsche's role as one of the shapers of twentiethcentury thought. Reading The major works of Nietzsche in English translation. Requirements A final examination; no midterm examination or term paper. MODERN EUROPEAN LANGUAGES AGi83: THOMAS MANN (3 units) Scope Major works in both fiction and essay in English translation. MODERN EUROPEAN LANGUAGES AS^: Don Quixote IN TRANSLATION (3 units) Scope The significant literary and philosophical problems contained in this great novel and developed through class discussion. Reading This includes the Portable Cervantes (the inexpensive Putnam edition, Viking Portable Library); Rudolph Schevill, Cervantes; James Fitzmaurice-Kelly, The Life of Cervantes; and nine selected essays in Cervantes Across the Centuries, edited by Flores and Benardete. Requirements A term paper of not more than 10 double-spaced typewritten pages dealing with a subjective interpretation of the Quixote- Sancho Panza "dualism" in man. There is a final examination, but no midterm.

69 GENERAL STUDIES PROGRAM MODERN EUROPEAN LANGUAGES ASisi: THE MOD- ERN AND CONTEMPORARY SPANISH NOVEL IN TRANSLATION (3 units) Scope This is a critical, literary analysis of some representative modern and contemporary Spanish novels. The content will vary from year to year, depending upon the available translations, but will include three general categories: (i) philosophical novels such as those of Unamuno, (2) poetic-prose works such as Valle Inclan's works, and (3) realistic novels including works of social satire from authors like Galdos, Baroja, Cela, Gironella, and others. The aim of the course is aesthetic-literary appreciation in its broadest "liberal" sense. Reading Students read for class discussion at least five average-length novels from a prepared list, and the long novel The Cypresses Believe in God by Gironella. In addition, students are expected to read at least two other works related to their term paper from authors included in this list. Requirements A term paper of not more than 10 double-spaced typewritten pages is required. The subject might deal with a problem related to one of the categories mentioned above. The student is expected to show that he is able to express views of his own in his treatment of the problem. There is a final examination but no midterm. Criteria for Approval of Social Science Area Courses In approving courses for the General Studies Program in the social science area, the General Studies Committee was guided by the following considerations: 1. It was agreed that the Departments of Anthropology, Communication, Economics, Geography, Political Science, Psychology, and Sociology should each be asked to design one course particularly to meet the needs of the nonspecialist student in the field. These courses are "terminal" in the sense that they are designed primarily as a contribution to general education, they stand alone intellectually, and do not derive their meaning from courses which follow. 2. Courses should have a reasonable breadth of coverage of the field, and attention should be given to those aspects of the subject of greatest importance to the educated citizen. Such courses ought to be concerned not only with an account of how professional members of the discipline spend their time, but also with what the subject matter, assumptions, and

70 AREA REQUIREMENTS SOCIAL SCIENCE 69 methodology of the particular social science involved can mean to students' lives. 3. Reading assignments should be selected, in so far as possible, from materials which are intellectually rigorous, and which invite, encourage, or require students to examine the relevance of the subject matter to their own lives and thoughts. 4. The writing of critical papers by students should be encouraged. 5. To the extent possible, the course should encourage students, both in class discussion and in papers, to ask provocative questions and to formulate precisely the problems which the subject matter raises. The course should endeavor on all fronts to encourage independent and critical thinking on the part of the students as against passive absorption of lectures. 6. Small-group discussion should be encouraged. Large lecture classes should meet at least once weekly in small sections for discussion and analysis of the major problems raised by material presented in lectures and assignments. These sections should not be devoted primarily to quizzes or prepared reviews of course content by the instructor. ANTHROPOLOGY i: GENERAL ANTHROPOLOGY (5 units) Scope This course presents the major viewpoints which anthropology contributes to an understanding of man and his behavior. The student is made acquainted with the great range of diversity in human life, as well as the common characteristics which underlie and pervade that diversity. The emphasis is upon cultural anthropology. Our own culture and society are seen in the larger perspectives of human custom throughout the earth in past and present. Among topics treated are the antecedents of human society in the social life of lower animals; the relation of culture to habitat and to technology and its regional distribution; the interdependent relationships of the various categories of behavior in single cultural systems, such as government, art, social organization, language, and religion; the transmission of culture from one generation to another; and the adaptation of cultures to changing conditions of life. In a world of ever accelerating human contacts, habits of looking at man "crossculturally" and in terms of the total meaning of any given way of life become increasingly an essential part of the intellectual equipment of an educated person. Reading A wide range of reading materials is assigned from the Scientific American Series, "The Human Species"; Walter Goldschmidt's collection of readings, Exploring the Ways of Mankind; several pocket-

71 book editions of well-known anthropological works, and selections from Case Studies in Cultural Anthropology, G. and L. Spindler, editors. A list of supplemental elective readings is also issued, the books being lodged in the Reserve Room. Requirements Three one-hour periods weekly are normally devoted to general class work, and a fourth hour is spent in smaller discussion groups under the leadership of graduate teaching assistants. Films and slides are used in class, and study visits are made to the Stanford Museum anthropology collections. A paper on some elected subject or participation in a special project is required. COMMUNICATION i: MASS COMMUNICATION AND SOCIETY (5 units) Scope The object of this course is to utilize the theories, findings and methodology of the social sciences (with particular emphasis on sociology and social psychology) in an examination of the structure, function, process and effects of mass and interpersonal communication in society. The course is concerned not with teaching how to communicate effectively, but rather is concerned with analytical study of the process of communication in society. Although the course can serve as a useful introduction to offerings in the Communication Department, it is a selfcontained course directed primarily at noncommunication majors. Reading A wide range of reading materials drawn from various sources is required, including Schramm's Mass Communications and Process and Effects of Mass Communications, Head's Broadcasting in America, Klapper's Effects of Mass Communication, and Hovland's Communication and Persuasion. Requirements There are three lecture meetings and one section meeting each week. There is one midterm examination in addition to the final examination. Students are required to write a term paper. ECONOMICS i: ELEMENTARY ECONOMICS (5 units) Scope The object of die course is to provide a description of economic institutions and an analysis of their operation. Itjs intended that this course should be part of the student's general education and not a "preparation for more inletssrve work, and its.purpose is to provide, background against which" the citizen can appraise public policy. Although the course has incidental benefits for the prospective major, these are not its primary objectives. The institutions studied include tti banking system, the price mechanism, labor unions, business firms, and government. Reading The reading has been derived frorrtseveral sources: ^

72 AREA REQUIREMENTS SOCIAL SCIENCE - 71 son, Economics: An Introductory Analysis, 6th ed.; Samuelson, Study Guide and Worftbool^; Robert W. Campbell, Soviet Economic Power; Joseph, Seeber, and Bach, Economic Analysis and Policy; Economic Indicators; Economic Report of the President. Total reading for the course is about 1000 pages. Requirements There are three lecture meetings and one section meeting (about 25 students) each week. There are one midterm examination and several problem assignments, as well as the final examination. In general, about ten hours of outside work per week are necessary. GEOGRAPHY i: HUMAN GEOGRAPHY (5 units) Scope This is the foundation course in geography, a course specifically designed to help the student develop skill in the understanding and application of principles. It is concerned with man in his many natural environments over the earth why his numbers are great here and negligible there, why some countries are highly developed, others underdeveloped. The student learns that throughout history civilization has been geographically particular as to where it has located. The course is further a study of cause and effect, of economic, political, and social relationships between man and the varying habitats on the world stage. Thus the student sees human beings adjusting their lives to all kinds of climates, landforms, soils, floras, and minerals. He learns the wisest uses to be made of natural resources as well as the maladjustments that have been and are now being made in the lands about the Mediterranean, in China, Latin America, and even the United States. He is led to see that wherever human beings live and work, the natural environment must be considered. Reading The foundation text will be announced by the instructor. Amplifying it is Dohrs, Sommers, and Patterson, Outside Readings in Geography, which contains eighty-four of the best essays in die field of geography. Requirements Students write a term paper. These papers are graded not only on geographical content but also on sentence structure and logical organization. There are impromptu quizzes and one or more midterm examinations in addition to the final examination. POLITICAL SCIENCE i: MAJOR ISSUES OF AMERICAN PUBLIC POLICY (5 units) Scope The introductory course in political science focuses on the enduring issues of public policy about which an educated American should have an informed opinion. It is designed to encourage students

73 72 GENERAL STUDIES PROGRAM to develop habits of independent thought regarding the important issues of the day. Students are encouraged to examine and articulate their political values, to gather factual evidence before reaching decisions, and to regard their conclusions as tentative and therefore subject to revision in the light of additional evidence. The object of the course is not to tell the student what to think on controversial issues, but to help him discover how to approach such issues. This involves distinguishing the essential from the incidental aspects of a problem, understanding and evaluating conflicting arguments over possible solutions, and formulating and expressing one's own opinions on public issues. The first part of the course provides the student with perspective regarding the political aspects of his culture, introduces him to two views of the American political character, and terminates with a discussion of the role which the educated citizen can play in the political process. The larger part of the course is devoted to a consideration of the continuing issues of public policy in areas such as civil rights, monopoly, labor, social welfare, and foreign policy. In each area the student is encouraged to reach independent conclusions regarding the relative worth of alternative governmental policies. Reading Students are required to read major parts of two important works: David Riesman, The Lonely Crowd, and Alexis de Tocqueville, Democracy in America. In addition, a substantial number of essays and articles, some scholarly and others polemical, are assigned. These range from statements by classical figures such as William Graham Sumner and Edward Bellamy to the contemporary points of view of men such as George Kennan, and organizations such as the Committee for Economic Development, and the American Medical Association. Requirements Students attend three lectures and two discussions per week. The discussions provide an opportunity for students to evaluate alternative public policies and to share and defend their own points of view. The discussions are clearly vital to achieving the objectives of the course, and considerable emphasis is placed upon them. Enrollment in discussion groups is limited to 15 students. In addition to participation in discussion, students are asked to write a short, critical analysis of an issue of public policy. Approximately two hours of preparation are required for each hour of lecture or discussion. History i and 2 are prerequisites. There is a midterm examination in addition to the final. PSYCHOLOGY i: GENERAL PSYCHOLOGY (5 units) Scope This course presents a survey of the major topics, theories, and research results of contemporary psychology. The focus of study is human

74 AREA REQUIREMENTS SOCIAL SCIENCE 73 behavior and experience with the individual organism taken as the unit for study. Thus, the course falls midway between the biological and the social sciences. Of course, studies on organisms other than man reveal principles of psychology, so a certain amount of attention is given to such research. Personality development, maturation of abilities and capacities, motivation and emotional adjustment, and personality integration and social behavior are among the topics presented. Psychology i is presented to the students by means of lectures, textbooks, term papers, and participation in psychological research as subjects. There are three or four lectures each week. In addition each student attends one small group session each week. These provide opportunities for demonstrations, discussion, questions, and debate. Reading The texts include a book on general principles of the order of Hilgard, Introduction to Psychology, selections from books of readings, and systematic or topical books by specialists or by theorists of historical importance in the field. Requirements One term paper is usually required. The term paper is a critical essay based on textbooks, lectures, and additional source material. There is usually a midterm examination in addition to the final. In addition to the above method of teaching Psychology i, arrangements are usually made for one or two small groups of students to cover the subject utilizing the independent or colloquium plan. The latter groups are selected a week or so after the beginning of the quarter from those who have registered for the Psychology I class. SOCIOLOGY i: INTRODUCTION TO SOCIOLOGY (5 units) Scope The major purpose of this course is to add to the liberal education of Stanford undergraduates by exposing them to some sociological approaches to human society and behavior. The course is deliberately broad in scope. American society is analyzed in detail. Representative theories and areas of research are covered in a series of readings, the lectures (given three times weekly), and small section meetings. As circumstances permit, one or more Honors sections may be developed each quarter in which the students do more advanced work. Reading The reading includes the classic works, the writings of contemporary sociologists, and reports on empirical studies. Requirements There is a final examination and each student prepares one term paper on a special subject. For those who enroll in an Honors section reports are more frequent and more independent study is required.

75 74 GENERAL STUDIES PROGRAM Criteria for Approval of Natural Science Area Courses Following are some of the considerations which entered into the selection of the approved courses for satisfaction of the Natural Sciences area requirement: 1. The course should constitute an adequate introduction to one or more major areas of the physical or biological sciences. It should be designed to serve as a terminal course, and not primarily as preliminary training for advanced work in the field. 2. The level of the course must be such as to be intellectually challenging; it must not be merely a descriptive survey of the area. 3. Communication of the nature of scientific method and philosophy should be one of the major aims of the course. Biology BIOLOGY i, 2, 3: GENERAL BIOLOGY (3 units each) Scope This sequence of three courses constitutes an introduction to some of the major ideas and problems in the field of biology, with emphasis on the origin and development of such ideas and the methods that are or have been used in attempts to solve some of the problems. The subject matter changes from year to year as new developments in the field occur; in general, the three quarters are concerned respectively with cellular-molecular, organism, and population levels of biological organization. Plants, animals, and microorganisms are all used as material. There are two lectures and one three-hour laboratory period each week. The laboratory period is utilized to give the student firsthand experience with the materials and techniques involved in biological research. Where possible each laboratory section is limited to 22 students, and they are encouraged to discuss their observations and the implications of their experiments. Chemistry CHEMISTRY i, 2, 3: GENERAL CHEMISTRY (3 to 5 units each) Scope This sequence of courses has as a general objective the conveying to any student, future scientist or nonscientist, an appreciation through chemistry of scientific activity and method, and of the material and intel-

76 AREA REQUIREMENTS NATURAL SCIENCE 75 lectual role of science in life. Its practical objective is to provide an introduction to the science for students planning to major in biology, geology, physics, engineering, medicine, and nursing, as well as chemistry. The content falls into two fields, theoretical and descriptive. Chemistry i is almost wholly theoretical, the principal topics being stoichiometry, the gas laws, the structure of matter, solutions, electrolytes, and oxidationreduction reactions. Chemistry 2 covers reaction kinetics, chemical equilibrium, atomic structure, chemical bonding, and the periodic table. Chemistry 3 deals with galvanic cells and the descriptive chemistry of the most important families of metals and nonmetals in the periodic table. Reading Reading in a text supplements the lectures and demonstrations and the laboratory work. Occasional problems are assigned. Requirements The only prerequisite is algebra through quadratic equations and logarithms, covered by Mathematics B and normally by high school algebra. The lecture portions of the three-quarter sequence give 3 units of credit each quarter. They may be taken without the laboratory work in partial satisfaction of General Studies science requirements. The laboratory credit in i and 2 is one unit each, and in 3 it is two units. Geology GEOLOGY i: PHYSICAL GEOLOGY (5 units) Scope This is a survey of the constitution and processes of the earth. The objectives are (i) to familiarize students with the planet upon which they are living, and (2) to develop an understanding of the scientific method of reaching conclusions. An effort is made to create interest in, and appreciation for, the physical environment and the natural processes responsible for creating and modifying that environment. Some basic observations of familiar geological phenomena are presented, together with interpretations rooted in general physical laws. The subject matter of the course includes the constitution of the earth particularly the minerals and rock masses which compose the "crust"; the origin and structural arrangement of these materials; the surface processes that continually alter the face of the earth and sculpture the landscape; the important deep-seated phenomena of mountain building, volcanoes, and earthquakes; and the vital relationship of earth materials and processes to the activities of man. Reading A textbook is used, but different books are adopted from time to time. The following have been used in recent years: Gilluly,

77 76 ( GENERAL STUDIES PROGRAM Waters, and Woodford, Principles of Geology; and Longwell and Flint, Introduction to Physical Geology. Approximately 50 to 70 pages are assigned each week. The assignments generally demand study rather than cursory reading. Requirements Students attend one laboratory class in addition to three lectures each week. The laboratory period is three hours. One to three field trips are taken during the quarter. At least one trip lasts a whole day. As a rule there is no written work except laboratory exercises. Normally there are two midterm examinations in addition to the final. Students who have taken Physical Science 3 will receive only three units credit for Geology i. GEOLOGY 2: HISTORICAL GEOLOGY (5 units) Scope This course provides an introduction to the methods by which the history of the earth is interpreted. The objectives are (i) to provide the student with problems that illustrate the use of deductive reasoning in interpreting earth history, and (2) to selectively illustrate the history of the earth's crust and the development of its plants and animals. Stress is placed on the application of geological principles introduced in Geology i. Topics include the determination of relative and absolute dates of geologic events, solution of stratigraphic problems, interpretation of ancient mountain-making and other crustal disturbances, and of ancient climates and marine environments. Graphic and algebraic methods are used in solution of certain problems. Reading Reading is largely confined to the assigned text supplemented by one or two paper-back books. Requirements Three one-hour lectures and one three-hour laboratory period per week are required. Short field trips may be held during laboratory hours, or longer field trips may be scheduled on weekends. Written reports are required in the laboratory. Normally there are two midterm examinations plus a final examination. Prerequisites Geology i, plus reasonable skill in elementary algebra. Physical Sciences PHYSICAL SCIENCE i, 2,3: PHYSICAL SCIENCE (3 units each) Scope The elementary physical science course is designed to give students not majoring in science an acquaintance with the general field included in astronomy, physics, chemistry, and geology. The four sciences are not treated separately, but topics from each are selected and arranged

78 AREA REQUIREMENTS NATURAL SCIENCE 77 so as to present a unified view of the physical scientist's picture of the natural world. Superficial treatment is avoided by limiting the number of topics and developing each one with logical rigor. In addition to giving students a familiarity with basic ideas of physical science, the course attempts to show the role of science in modern life and modern thought. The relations between science and technology, and the influence of scientific discoveries on economics and politics, are discussed in many different connections. The historical development and philosophical implications of science are given more attention than is customary in specialized science courses. In every possible way students are helped to gain an appreciation of the power, the usefulness, and the limitations of scientific methods of inquiry in handling a great variety of problems. The course involves two lectures and one three-hour laboratory per week for each of the three quarters. The laboratory period is used partly for demonstrations, partly for discussion, and partly for individual work. In some of the demonstrations numerical data are collected from which students individually derive algebraic expressions for scientific laws. During the individual laboratory work students are encouraged wherever possible to make observations and draw conclusions that go beyond the written instructions. In oral discussions and in assigned work students are expected to show their ability to make use of facts they have learned rather than to repeat them from memory. Reading In addition to the text, students are asked to read selections from several books on scientific subjects. The reading list varies from year to year, but books frequently used are Fred Hoyle, The Nature of the Universe; T. S. Kuhn, The Copernican Revolution; T. S. Kuhn, Structure of Scientific Revolution; H. H. Skilling, Exploring Electricity; A. Einstein and L. Infeld, The Evolution of Physics; and R. M. Whittaker, Rudiments of Chemistry. Requirements The course is primarily for freshmen. No credit will be given for Physical Science 3 following Geology i. There are midterm and final examinations. Physics The "20" Series This series of beginning courses (21, 23, 29) is designed for general students and for those preparing for careers in medicine or biology. Training in the use of the scientific method is an objective, as well as imparting information on particular subjects. This series presumes a working knowledge of elementary algebra and geometry, i.e., ability to pass exami-

79 nations in these subjects. Historical and philosophical aspects of physics are brought out at the discretion of the individual instructor. Each course in the series includes one three-hour laboratory period per week. PHYSICS 21: MECHANICS AND HEAT (4 units) Scope The portion of the course dealing with Mechanics covers statics, the laws of motion (uniform motion, accelerated motion, rotational motion, periodic motion); the universal law of gravitation; force, momentum, work, energy, power; the conservation laws of momentum and energy; and the properties of matter in the solid, liquid, and vapor phases. In Heat the mechanical causes of heat are stressed, with examples of changes in pressure and volume for liquids, solids, and gases; the principles of thermometry; the interchangeability of mechanical and heat energy, and their units of measurement; and the basic laws of thermodynamics. Reading The reading varies from week to week, but amounts to one or two chapters each week. Requirements A set of problems is assigned to be handed in each week. There are normally two midquarter examinations in addition to a final examination. PHYSICS 23: ELECTRICITY AND OPTICS (4 units) Scope The first two-thirds of the course, Electricity and Magnetism, deals with charges at rest and in motion (currents). The concepts of electric field, electric potential, and capacitance are discussed. Electric circuits are studied, and the principles of some electrical instruments are understood. Magnetism is treated in terms of the forces between electrical currents. The final third of the course, Optics, deals with light from both the geometrical and wave points of view. Sound is discussed as an added example of a wave phenomenon. Among the optical properties studied are reflection, refraction, interference, diffraction, and polarization. Reading The reading amounts to one or two chapters a week. Requirements Physics 21 is a prerequisite. A set of problems is assigned to be handed in each week. Normally there are two midquarter examinations in addition to a final examination. PHYSICS 29: MODERN PHYSICS (4 units) Scope This is a continuation of Physics 21 and 23 with an emphasis on the modern theory of matter and radiation from an elementary and

80 AREA REQUIREMENTS NATURAL SCIENCE 79 predominantly experimental point of view. Topics covered include the corpuscular nature of radiation, x rays, the planetary theory of the atom, wave nature of matter, radioactivity and an introduction to the nature of the nucleus. Some elementary notions of relativity are introduced in order to discuss such things as the increase of mass with velocity and the convertibility of mass to energy including an introduction to the ideas of fusion and fission. Reading The reading amounts to one or two chapters a week from a text plus suggested outside reading in books on reserve in the Physics Library. Requirements Physics 21 and 23 are prerequisites. A set of problems is assigned to be handed in each week. There are normally two midquarter examinations in addition to the final examination. The "50" Series This series is designed for beginning students planning careers in engineering, chemistry, geology, and physics. It differs from the "20" Series mainly in that topics are discussed more thoroughly and are treated with greater mathematical rigor. Calculus is used freely; the "50" Series presumes completion of one quarter of Mathematics 41 or n, or permission of the instructor. Concurrent registration in Mathematics 42 is also required. Each course in the series includes five to eight three-hour laboratory periods spaced throughout the quarter, and one hour of supervised problem discussion per week. PHYSICS 51 and 52: MECHANICS AND MECHANICS LABORATORY (4 + 1 units) Scope The course is devoted to classical mechanics and fluids. In the former the students are introduced to vectors and the application of vectors to the concepts of force, velocity, acceleration, etc. The field of statics is then covered. Kinematics and the Newtonian laws of force are introduced and applied to problems of projectile motion, planetary motion, and other dynamical problems. Centripetal force and acceleration are given careful attention. These subjects are followed by a discussion of the energy concept and its conservation theorem. Work, potential energy, and power are considered and the ideas applied to machines. Linear and angular momentum are treated in association with their conservation theorems. The pendulum and simple harmonic motion conclude the

81 8o treatment of classical mechanics. Fluids are treated briefly. Many illustrations are given in lecture demonstrations. Reading Text for the course is Resnick and Halliday, Physics for Students of Science and Engineering, although this is subject to change. Reading assignments normally cover about two chapters a week. Requirements A set of problems is assigned to be handed in each week. There are normally two midquarter examinations in addition to the final. PHYSICS 53 and 54: ELECTRICITY AND ELECTRICITY LABORA- TORY (4+1 units) Scope This is a continuation of Physics 51. The course treats electricity and magnetism as the necessary groundwork for science and engineering majors. In particular the course forms the basis for further study in electrical engineering. The basic laws of electromagnetic behavior are discussed in terms of fundamental interactions between charges and current elements. The definitions of field quantities are given, and the Faraday law of induction is introduced. Simple problems in magnetostatics and electrostatics are carried through. Other study and discussion cover the theory of simple electrical circuits and networks for both a.c. and d.c. circuits, the magnetic circuit, and the operation of fundamental electrical measuring instruments. Vector analysis is introduced and the relation between electrical and mechanical units is examined. Reading In addition to about a chapter a week to be read in the text, Resnick and Halliday, Physics for Students of Science and Engineering, there is substantial recommended reading in books on reserve in the Physics Library. Requirements Prerequisites are Physics 51 and Mathematics 42 or 21, or permission of the instructor. Concurrent registration in Mathematics 43 is also required. The course uses calculus frequently. A set of problems is assigned to be handed in each week. There is a midquarter examination in addition to the final, in the lecture section. PHYSICS 55 and 56: LIGHT AND HEAT AND LIGHT AND HEAT LABORATORY (4 -f- i units) Scope Building on the treatment of electricity and magnetism in Physics 53, tins quarter of the "50" series begins with a discussion of light as an electromagnetic wave. It proceeds through Huygens' principle to the study of reflection, refraction, lenses, and optical instruments.

82 AREA REQUIREMENTS NATURAL SCIENCE 81 The wave phenomena of diffraction, interference, and polarization are then taken up both in experiment and simple theory. The second half of the quarter is devoted to the general subject of heat. After introduction of the concept of temperature, the mechanical and thermal properties of matter are discussed, including the kinetic theory of gases. The first law of thermodynamics is treated in detail. Reading Reading assignments, of approximately a chapter per week in a text such as Resnick and Halliday, Physics for Students of Science and Engineering, will be made. Supplementary reading in other books will be recommended. Requirements Prerequisites are Physics 53 and Mathematics 43 or 23, or permission of the instructor. A set of problems is assigned to be handed in each week. There is one midquarter examination in addition to the final examination in the lecture section of the course.

83 Additional Requirements for A.B. Candidates The courses described below are those listed in the summary of Additional Requirements (page 16) which have not been described among the Basic or Area Requirements. If a course listed in the summary of Additional Requirements does not appear below, it will be found in preceding pages. MATHEMATICS i, 2: ELEMENTARY MATHEMATICAL ANALYSIS (each course 3 units) Scope These courses form a sequence of two three-hours-a-week courses designed to give the student some appreciation of the logical structure of mathematics and of the great power of the mathematical method in the solution of many kinds of problems of importance. Although ideas, rather than mechanical techniques, are stressed, the fact that one cannot gain an appreciation of mathematics without doing some mathematics is not overlooked. Actual experience in putting the basic concepts to use is regarded as important, and while the problems discussed do not require complicated and advanced techniques, they give the student an opportunity to wrestle with real mathematical questions and to put into practice knowledge acquired from lectures, class discussions, and reading. Reading The present plan is to use Jaeger and Bacon: Introductory College Mathematics, 2.6. edition, and The Development of the Real Number System (School Mathematics Study Group) as the basic textbooks. Selected chapters will serve for daily reading, and appropriate exercises and problems will be assigned from the books to be solved and solutions handed in. Papers will be graded and returned to the student. Occasional references may be made to books on reserve in the Mathematics Library, and students will be asked to read these. Requirements The only prerequisite for Mathematics i will be the usual high school minimum, one year of algebra and one year of plane geometry; the prerequisite for Mathematics 2 will be Mathematics i or equivalent. Sets of problems will be assigned to be prepared and handed in on the average of twice a week. There will be two one-hour examinations during the quarter, in addition to the final examination. Credit These courses are more elementary than the analytic geometry and calculus courses. Consequently no credit will be given for Mathematics i and 2 if they are taken after the student has received credit for 82

84 ADDITIONAL REQUIREMENTS MATHEMATICS, SCIENCE 83 courses numbered Mathematics 10 or higher (or equivalent courses taken elsewhere). Students offering Mathematics i and 2 in fulfillment of General Studies requirement "Ci"(see page 16) must take both courses. STATISTICS 50: ELEMENTARY STATISTICS (5 units) Scope Modern statistics has been called the science of decision-making in the face of uncertainty. The development of theory in this field has accompanied its increasing use in a wide and growing circle of human activities, among them economics, agriculture, medicine, meteorology, industrial management, geology, and psychology. This has come about because in nearly any field of inductive inquiry measurements (or observations) exhibit variability. Thus underlying facts are partially "masked by error," and elements of uncertainty beset the investigator. Likewise, in business, industrial, and military contexts information is often incomplete, and uncertainty is again a factor in such problems. The aim of the course is to acquaint the student with the decision theoretic structure of problems in the development of knowledge by inductive methods, and in problems of a management sort. There is little emphasis on methods, beyond what is necessary for developing concepts. The treatment tends to be abstract, and some ideas in modern mathematics are introduced. Reading A textbook is used; there is a minimum of supplementary reading. Requirements The mathematical prerequisites are a good grasp of high school algebra and the ability to read and interpret mathematical tables and graphs. The course meets four or five times a week; homework is assigned regularly and ordinarily involves one to two hours of work per class session. There are ordinarily two or three midterm examinations in addition to the final. PHILOSOPHY 3: INTRODUCTION TO LOGIC (5 units) Scope This course constitutes an introduction to the methods and principles of formal logic, and an exploration of modern techniques of deduction. Its objectives are to develop a complete and precise theory of deductive inference, to apply this theory to examples drawn from various fields, and to examine some of the inherent limitations of die deductive method. At the discretion of die instructor, certain of these objectives may be stressed, and others omitted. Logic is not a General Studies humanities course. It is one of the options for fulfillment of requirements

85 "Ci" or "Ca," "Additional Requirements for Candidates for the A.B. Degree." PSYCHOLOGY 60: STATISTICAL METHODS (5 units) Scope This course is designed to acquaint the student with the elements of statistical description (measures of average, variation, correlation, etc.) and, more importantly, to develop an understanding of statistical inference as a part of scientific methodology. Some simple concepts of probability are used to show how chance can affect the outcomes of surveys and experiments involving sampling, and how one can set up principles and rules for using systematic observations as a basis for drawing inferences and making decisions. The skills learned in this course are not confined to psychological research. Reading The classroom lectures follow closely and supplement the material in a standard textbook, such as Quinn McNemar, Psychological Statistics. Requirements Illustrative exercises are assigned and self-examining quiz questions are passed out from time to time. Individual aid is made available for students who encounter difficulties. The course meets five times a week. Normally there are two midterm examinations in addition to the final. ANATOMY 114: PRACTICAL ANATOMY (5 units) Scope This is a one-quarter course in human anatomy intended primarily to meet the requirements of the Division of Physical Therapy and the Schools of Nursing and Education (physical and health education). Students of the biological sciences, microbiology, biochemistry, and art also may elect this course, but premedical students may not enroll unless they are working toward a degree in one of the above fields. The major share of the student's time in the course is spent in making a complete dissection of the human body in the laboratories of the Department of Anatomy, School of Medicine. In each class there is usually a rather wide variance in the students' backgrounds and in the fields for which they are preparing. All academic levels from sophomore to graduate are often represented in a class. Reading The text to be recommended for use in this course will be selected by the staff on the basis of the major interests and previous training of die class. Requirements It is very desirable that the equivalent of Biology i, 2, and 3 be completed before entrance, for some background in vertebrate

86 ADDITIONAL REQUIREMENTS MATHEMATICS, SCIENCE 85 anatomy provides a very helpful preparation for a course in human dissection. There are four three-hour classes each week. Normally there is one midterm examination in addition to the final. Cannot be substituted for any part of Anatomy 121 or 221. PHYSICAL SCIENCE 5,6,7: PHYSICAL SCIENCE (2,3,3, units) Scope This series of courses essentially parallels the Physical Science i, 2,3 sequence. The most significant difference is that no laboratory work is carried out, the sequence consisting of two lectures per week during the autumn quarter and three during the winter and spring quarters. The emphasis on history and philosophy of science and on the view of science as a social activity is greater for this series than for the i, 2, 3 sequence, as is the number of lecture demonstrations used. Some topics, particularly those drawn from geology, which depend greatly on laboratory experience and that are included in the i, 2, 3 series are not considered in this course, and in their place selected topics from modern cosmology are discussed. Reading In addition to the text, students are expected to read selections from other sources. The reading list varies from year to year, but books frequently used are T. S. Kuhn, The Copernican Revolution; T. S. Kuhn, Structure of Scientific Revolution; Fred Hoyle, The Nature of the Universe; P. Frank, Philosophy of Science; and selected offprints from Scientific American. Requirements The course is primarily for students who have completed the laboratory science requirements. No credit will be given for Physical Science 5 following Physical Science i, for Physical Science 6 following 2, nor for Physical Science 7 following 3. Only two units of credit will be given for Physical Science 7 following Geology i. PHYSICAL SCIENCE 50: (3 units) SURVEY OF MODERN ASTRONOMY Scope This is an introductory course in astronomy. There are no prerequisites. PHYSICAL SCIENCE 100: PHYSICAL SCIENCE AND MODERN LIFE (3 units) Scope This course includes a review of selected major ideas in modern physical science, several case histories in the development of scientific

87 86 concepts, and a discussion of the relations of science to technology, economics, sociology, philosophy, and religion. Reading Assigned reading includes excerpts from original scientific papers, popularizations of science, and discussions of scientific ideas by authors in many fields. Requirements Junior or senior standing.

88 Senior Colloquia The Colloquia are a required part of the General Studies Program for all seniors who are candidates for an A.B. degree. Each takes two Senior Colloquia outside his major field. No more than two Senior Colloquia may be taken for credit. The only A.B. candidates exempt from the Colloquia requirement are those enrolled in certain interdepartmental honors programs and those entering either the School of Law or the School of Medicine at the end of their durd year. In some cases the Colloquia are required as part of interdepartmental honors or school curricula. Thus requirements should be carefully checked in each case. The Colloquia are built jtround subjects or issues of contemporary importance or a basic document (e.g., Plato's Republic, Goethe's ifaust) of continuing significance. They are designed to stimulate serious thought rather than to impart information for its own sake. They a7e"~scheduied in the senior year so that students may bring to them the insight and knowledge gained during the preceding three years of their undergraduate education. By carrying general education strongly into the senior year, the Colloquia are the counterpart of that phase of the General Studies Program which permits early involvement in the major field of specialization. Discussions in the Colloquia are conducted on the basis of a Dreading list of significant works, including articles and books written for the welleducated citizen as welfatthe spectatist inlhe faerat'thusthe student has an "op^rttmtfyt^necuifto obtain in later life, to discuss such materials widi an informed person in the field. The discussions may be conducted in a number of ways. Among the aims are to insure that the students understand what the authors they read are saying, to focus attention on important issues raised by the readings, to help students to form criteria for distinguishing important from unimportant questions, to pose questions on the validity of the writer's arguments, to encourage critical examination rather than simple defense of the students' beliefs and tacit preconceptions, and to encourage discussions of the contemporary significance of the material read. The instructor's role is one of stimulating and participating in free but relevant discussion.~eothtrandorn~"fault sesskmg"~and lecturing are_avoided. The Colloquia are not conductions research semi-" nars. Normally students are asked to write a creative essay on some aspect of the problem around which the Colloquium is conducted, and the course grade is based on this essay and the student's participation in the discussion rather than on a formal examination. ' 87

89 The Colloquia carry two units credit, and each is limited to not more than fifteen students. They are designed for students other than majors in the departments offering them. They do not assume greater knowledge of the field than is acquired by the student in earlier phases of the General Studies Program. Students are strongly urged not to select Colloquia close to their own major fields. Colloquia are designed to broaden intellectual horizons, not to reinforce majors. This is one reason why majors are not admitted to Colloquia in their own departments. Another reason is that specialists in the field obviously put nonspecialists at a disadvantage in discussion. Still a third reason why students are ordinarily not admitted to Colloquia offered by members of their major departments, even when the subject is outside the instructor's specialty, is that majors have ample opportunity to become acquainted with the faculty of their own departments. Often a "loyal following" develops which would tend to fill the Colloquium, thus denying the same interesting and valuable association to the non-majors for whom the program is designed. Thus, Colloquia are not open to departmental majors unless otherwise specifically indicated. Senior Colloquia are listed by subject in separate sections of the Time Schedule and of Courses and Degrees. Detailed descriptions, with as complete reading lists as were available at press time, are listed below. Some Colloquia will undoubtedly be added during These will be announced and all reading lists will be available in the Registrar's Office ckiring preregistratlon for thejq^eterj.nj^hich tkey~wiltbirgiven. Special classttsts mustbesigned at that officebelolr^regrsfetirigtota Senior Colloquium. SCi: THE MYSTERY OF BEING (Reinhardt, Modern European Languages) 2 units, autumn, W 2:15-4:05 A discussion of the meaning of Being, Reality, Essence, and Existence in Western Philosophy and in the History of Ideas (e.g., in Platonism, in Aristotle, Heidegger, Marcel). Texts Gabriel Marcel, The Mystery of Being Magda King, Heidegger's Philosophy Recommended Reading Etienne Gilson, Being and Some Philosophers Martin Heidegger, Being and Time

90 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 89 William J. Richardson, Heidegger: Through Phenomenology to Thought 803: Is INDUSTRIALIZATION THE PANACEA FOR UNDERDEVELOPED COUNTRIES? ( White, Geography} 2 units, summer, M 3:15-5:05 804: THE PEACE CORPS IN CULTURAL PERSPECTIVE (Textor, Comparative Education and Anthropology} 2 units, autumn, Th 4:15-6:05 This colloquium will deal with selected case studies on the Peace Corps overseas and attempt to arrive at understandings and generalizations as to processes of psychological adjustment on the part of volunteers and positive, neutral, or negative results of particular programs. SC5: THE MEANING OF DEATH IN WESTERN CULTURE (Elac^, General Studies} 2 units, autumn, W 7:30-9:30 p.m. Knowledge of the inevitability of death is one of the distinguishing features of human intelligence, yet the impact of this realization on social institutions and human values receives little serious consideration by most people. During the first half of the quarter, students will independently investigate and lead discussions on one or more of the following topics: attitudes toward death as reflected in funeral and burial rites in primitive and modern cultures; as revealed in laws and national policy (e.g., war and arms policy, capital punishment, abortion, euthanasia, etc.); suicide; conceptions of death in children and adolescents; biological and medical views of death; implications of psychic research for the nature of death; death themes in art and music. During the second half of the quarter, students will discuss the meaning of death for human values as seen in selected works of the following authors: J. Agee, A. Camus, T. S. Eliot, S. Freud, A. Malraux, T. Mann, H. Melville, J-P Sartre, W. Stevens, P. Tillich, L. Tolstoi, E. Waugh. Text H. Feifel (ed.), The Meaning of Death

91 GENERAL STUDIES PROGRAM SCj: CANADA, NATION OR STATE? (Allyn, Graduate School of Business} 2 units, spring, to be offered in The extent to which the Dominion has been influenced economically and politically by the United States during the twentieth century. Discussions will center around the significance of the St. Lawrence Seaway and Power Project and the mutual concern and problems Canada and the United States shared in this activity, Kitemat, Quebec-Labrador iron, Prairie Province oil, emigration to the United States of skilled and professional people, etc. Readings from such as the following Department of External Affairs, Canadian Weekly Bulletin Canadian Journal of Economics and Political Science Canadian Historical Review Debates (House of Commons) Royal Ban\ of Canada Monthly Letter The Toronto Globe and Mail The Montreal Gazette The Canadian Forum Canada (U.N. Series) Great Britain and the Empire (Williamson) SCp: RESPONSIBILITY IN AMERICAN NEWSPAPERS (Pec\, Communication) 2 units, autumn, T 8-10 p.m. The speed of political, social and technological change in American and world society places heavy demands on newspapers. Readers expect them to supply their constantly growing needs for broader information, fuller instruction, judicious interpretation and ever more piquant entertainment. The Colloquium will consider these developing responsibilities of newspapers in America. An attempt will be made to estimate some of the changes in newspapers that may result from the needs and demands of the rising generation of newspaper readers. A term paper will be assigned. Reading List Wilbur Schramm, Responsibility in Mass Communications Emery and Smith, The Press and America Selected newspapers and periodicals (Other titles may be added)

92 SCi2: SHAKESPEARE (Rebholz, English) 2 units, spring, T 2: i5-4: 05 Five plays will be read and discussed in some detail: Richard II; Henry IV, Part 1; Twelfth Night; King Lear; Antony and Cleopatra. Discussion will center on Shakespeare's use of contrast, as a principle of dramatic structure and characterization, to communicate the complexity of human nature and values. A paper of about ten pages in length on one of the plays discussed will be required at the end of the quarter. SCi3: TAX REFORM AND EXPENDITURE POLICY (Freeman, Hoover Institution) 2 units, autumn, T 4:15-6:05 Review of major issues in tax and expenditure policy. Analysis of impact of total war, cold war, peace, on budgets, taxes, inflation. Discussion of underlying ideologies, of interest groups, economic effects, intergovernmental relations. International economic and fiscal comparisons. Survey of congressional hearings and reports. Reading List U.S. Congress: Joint Committee on the Economic Report, Federal Tax Policy for Economic Growth and Stability (Papers) 1955 Joint Economic Committee, Federal Expenditure Policy for Economic Growth and Stability (Papers) 1957 Committee on Ways and Means (House), Tax Revision Compendium (Papers) 1959 Committee on Finance (Senate), Revenue Act of 1963, : HUMAN ILLNESS: A Bio-SociAL APPROACH (Feldman and Simon, Medical School) 2 units, spring, W 7-9 p.m. Consideration will be given to disease processes from a biological and social perspective, including the impact of disease on individuals and society. In addition, such topics as concepts of health and illness, problems of medical care, chronic illness and rehabilitation, and the influence of the experimental approach on medicine will be explored.

93 SC2i: ANTHROPOLOGY AND EPISTEMOLOGY (Cancian, Anthropology} 2 units, winter, Th 2:15-4:05 The Colloquium will explore selected topics relating to: (i) the kinds of knowledge about human beings desired by anthropologists and the problems in securing it; (2) the contribution of anthropological findings to the study of the problems of human knowledge-getting. Reading will be in Philosophy of the Social Sciences (M. Natanson, ed.) and Cross- Cultural Understanding: Epistemology in Anthropology (F. S. C. Northrop and H. H. Livingston, eds.), and similar sources. 8625: PROBLEMS OF INTERNATIONAL SECURITY (Sokjol, Political Science) 2 units, spring, T 4:15-6:05 A discussion of some of the outstanding problems and questions in regard to national and international security, such as nuclear weapons versus conventional arms, collective security pacts, geopolitics and military policy, etc. TextbooJ{ (required) David M. Abshire and Richard V. Allen (eds.), National Security SC26: ECONOMIC SECURITY AND PUBLIC POLICY (R. Campbell, Hoover Institution) 2 units, winter, T 2:15-4:05 Discussion of needs, resources and goals in public and private financing of pensions, unemployment risks and health insurance. Reading List Economic Analysis and Policy Background Readings for Current Issues Haber and Cohen, Social Security Selected Readings Selected materials from government documents, periodicals and research reports SC28. THE DESTINY OF EUROPE (Hilton, Modern European Languages) 2 units, autumn, winter, W 4:15-6:05

94 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 93 SCip: THE DOCTOR'S DILEMMA (Creger, Medical School) 2 units, autumn, Th 7:30-9:30 p.m. The Senior Colloquium will consist of discussion of a number of paramedical topics such as: cost and distribution of medical care, socialized medicine, the doctor-patient relationship, religion and health, euthanasia and eugenics, certain physicians of history and fiction, the doctor and patient in other times. Individual students will be responsible for leading the discussion on assigned evenings. 8031: THE INDIVIDUAL IN SOVIET SOCIETY (Blumenthal, Political Science} 2 units, winter, Th 2:15-4:05 The Colloquium will be concerned with human existence under the Soviet system and the special problems faced by the individual in this society. The analysis will draw heavily upon Soviet fiction. A term paper is required. Tentative Reading List R. A. Bauer et al., How the Soviet System Worlds V. Dudintsev, Not by Bread Alone F. V. Gladkov, Cement A. Koestler, Darkness at Noon P. F. Nilin, Comerade Ven\a M. A. Sholokhov, Harvest on the Don E. I. Zamiatin, We Reference Assignments R. A. Bauer and E. Wasiolek, Nine Soviet Portraits M. Djilas, The New Class M. Fainsod, Smolens\ Under Soviet Rule V. and E. Petrov, The Empire of Fear T. Plievier, Moscow Department of State, External Research Division, Interview Reports (USSR) 8033: CONCEPTS OF HISTORY, MYTH, AND FICTION (Bar\, History) 2 units, spring, W 2:15-4:05 A study of the nature and purpose of written history and its relationship with fiction. Aspects of the relationship will be explored by reference

95 94 to various philosophies of history and to myth, the historical novel, and other works of imagination. The readings will include, on history, views of such writers as Carl Becker, R. G. Collingwood, Benedetto Croce, Pieter Geyl, and Arnold J. Toynbee, and in fiction, works by such writers as T. S. Eliot, Geoffrey of Monmouth, Henrik Ibsen, C. S. Lewis, and G. B. Shaw. 8034: CONTEMPORARY GERMANY: ASPECTS OF ITS CULTURE (Lohnes, Modern European Languages) 2 units, spring, to be offered in Discussion of various trends in postwar Germany; recent political, economic, and social developments; reform movements in education; the influence of the Common Market on the German people; city planning, etc. The Colloquium will be based on two reports prepared by the participants in Stanford's Advanced German NDEA Institutes in Bad Boll, Germany. Texts (to be distributed at the first meeting of the Colloquium) Germany As We Saw It, (4th ed.) Germany in Europe SC35: THEORIES OF WAR (Holsti, Political Science} 2 units, autumn, T 2 : : 05 A discussion of various theories which have been advanced as explaining war. The theories to be examined include those which find the causes of war in human nature, in the institutions of the various states, and in the state system itself. GEOGRAPHIC INFLUENCE IN THE GROWTH OF NATIONS (Terry, Geography} 2 units, autumn, T 4 : An exploration of physical and cultural elements which are major factors affecting the development of nations. SC44: AN ANTHROPOCENTRIC VIEW OF EVOLUTION (Baxter, Biological Sciences) 2 units, summer, M 2:15-4:05 A series of discussions intended to examine current concepts in evolutionary theory, consider its historical development, and ponder its implications for the future of man.

96 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 95 Tentative Reading List Garrett Hardin, Nature and Man's Fate THE PLACE OF AIRCRAFT, MISSILES, AND SPACECRAFT IN TWENTIETH CENTURY CIVILIZATION (Hoff, Aeronautics and Astronautics} 2 units, winter, Th 2:15-4:05 The topics to be discussed will include the history of human flight; some technical information on air flow, structural design, as well as engines and rockets; the air history of the two world wars; the impact of aviation on military strategy and warfare; the economics and the organization of air transportation; the effect of increased scientific knowledge resulting from aeronautical research in the fields of air flow, combustion, and light construction on technology; and some speculation on space travel and its effect on humanity. SC5i : GEOGRAPHY AND CONTEMPORARY WORLD PROBLEMS (Williams, Geography) 2 units, autumn, winter, spring, M 4:15-6:05 SC53: PERSONAL VALUES AND BEHAVIOR (Tuttle, Electrical Engineering) 2 units, spring, Th 7:45-9:45 p.m. It is the intent of this Colloquium seriously to discuss the values upon which its members base their personal behavior. Readings will be from the following (and similar) books, and current periodicals. (Open also to B.S. candidates.) Reading List A. H. Maslow (ed.), New Knowledge in Human Values J. Bronowski, Science and Human Values Walter Lippmann, A Preface to Morals M. Halsey, The Pseudo-Ethic SC55: SIMULATION IN INTERNATIONAL RELATIONS (Dunn, Electrical Engineering) 2 units, spring, M 4:15-6:05 The use of human subjects under quasi-laboratory conditions to create replicas of complex systems is an active field of research today. Students

97 in this Colloquium participate in such an experiment, acting as national decision makers in a simulated world. Texts H. Guetzkow, et. al., Simulation in International Relations G. Clark and L. B. Sohn, World Peace Through World Law (26 ed.) 8056: LANGUAGE AND THE CONSTRUCTION OF THOUGHT (Rolfe, Linguistics} 2 units, autumn, Th 4:15-6:05 A discussion of language and general linguistics; the relationship ot language to thought. Reading List Bernard Bloch and George L. Trager, Outline of Linguistic Analysis Harold Goad, Language in History S.I. Hayakawa, The Use and Misuse of Language Otto Jespersen, Growth and Structure of the English Language Simeon Potter, Language in the Modern World Edward Sapir: Culture, Language and Personality Language Sol Saporta (ed.), Psycholinguistics E. H. Sturtevant, An Introduction to Linguistic Science Benjamin Lee Whorf, Language, Thought, and Reality: Selected Writings Text Max Black (ed.), The Importance of Language 8058: THE NEO-ARISTOTELIAN CRITICS (Lohner, Modern European Languages) 2 units, winter, W 4:15-6:05 Discussions of the main aspects of the criticism of the Chicago critics. The basic text will be Critics and Criticism, abridged edition, Essays in Method, by a group of the Chicago critics, Phoenix Books, the University of Chicago Press, Each student is expected to prepare a term paper on a given subject. SC59: ENERGY AND MAN (Parks, Chemistry) 2 units, spring, Th 4:15-6:05 The Colloquium will consider the various forms of energy in an essentially historical and nontechnical treatment. These forms may be put

98 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 97 into two categories: (i) capital energy and (2) income energy. Estimates of the amounts of these energy forms presently available in various nations and in the entire world will be noted. Then the utilization of energy by man will be considered with reference to such problems as the development of adequate water supplies for agriculture and general industrial needs, the production of fertilizers and food products, the recovery of minerals from natural sources, and the meeting of numerous other needs of developing civilizations with increasing populations. There will be assigned readings as a basis for discussions and a short term paper will be required. Reading List Allan Nevins and others, Energy and Man; A Symposium P. C. Putnam, Energy in the Future Hans Thirring, Energy for Man Ayres and Scarlott, Energy Sources The Wealth of the World M. K. Hubbert, Energy Resources N. R. Guyol, Energy Resources of the World Harrison Brown, The Challenge of Man's Future Various special articles from the Scientific American, Science, Chemical and Engineering News, etc. SC6o: THE LITERATURE AND HISTORY OF THE ORGAN (Nanney, Music} 2 units, autumn, W 2:15-4:05 Historical study of organ construction and tonal design, with examples of organ music ranging from the Renaissance to the present. Discussion will center around problems of performance practice encountered by the church and recital organist. Students are expected to attend two organ recitals during the quarter and to participate in field trips to hear other organs in the Bay Area. SC6i: COMMUNICATION, THOUGHT AND LEARNING A MECHA- NISTIC INTERPRETATION (Ritson, Physics) 2 units, winter, W 2:15-4:05 A critical examination of present scientific knowledge on the mechanisms and organization of individual living organisms to communicate, learn and think will be attempted. Both the "black box" and "molecular" approaches will be discussed.

99 8064: EXISTENTIAL PHENOMENOLOGY AND EXISTENTIAL PSYCHIA- TRY (Reinhardt, Modern European Languages} 2 units, winter, W 4:15-6:05 "Existential Phenomenology" founded by Edmund Husserl and his school and further developed by Martin Heidegger, Jean-Paul Sartre, and Maurice Merleau-Ponty aims at revealing man to himself by opening his being and existence to the several dimensions of Reality. Existential Phenomenology thus regards it as the primary task of philosophic thinking to reestablish the lost contact between man and his world. It tries to achieve this by undercutting the "subject-object dichotomy" of the Cartesian tradition and by describing accurately the several forms of man's "being-inthe-world." "Existential Psychiatry" attempts to apply the insights gained by Existential Phenomenology to the clinical science of man and the analysis of the ontological and existential structure of the human psyche. Themes to be discussed include: authentic existence; technocracy and philosophy; sense knowledge and intellectual knowledge; the phenomenology and the criteria of truth; existence and coexistence; the phenomenology of love and of hatred; the phenomenology of law; the phenomenology of freedom; existential psychotherapy; psychiatric phenomenology and existential analysis. Reading List Required texts: W. A. Luijpen, Existential Phenomenology Kurt F. Reinhardt, The Existentialist Revolt Igor A. Caruso, Existential Psychology Recommended Reading: William Barrett, Irrational Man Rollo May et al., Existence Medard Boss, Psychoanalysis and Daseinsanalysis Wilfried Daim, Depth Psychology and Salvation Recommended Journal: Journal of Existential Psychiatry (Quarterly, edited by Dr. Jordan Scher) 8067: THE HUMAN CONDITION (Reinhardt, Modern European Languages) 2 units, summer, W 4:15-6:05 A study of central dilemmas facing modern man.

100 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 99 Required Reading Teilhard de Chardin, The Phenomenon of Man Recommended Reading Ignace Lepp, Atheism in Our Time Joseph Pieper, Leisure: The Basis of Culture Max Scheler, On the Eternal in Man SCji: PLANTS AND THEIR RELATION TO HISTORY (Thomas, Biological Sciences) 2 units, spring, Th 2:15-4:05 The course of human history has been influenced by many factors, among them geography, the distribution of natural resources, climate, man, plants, and animals. The Colloquium will explore the importance of plants in history. Among the plants which will be considered are coffee, quinine, corn, tea, rice, potatoes, yeast, and breadfruit. Tentative Reading List E. Anderson, Plants, Life and Man W. L. Thomas, Jr. (ed.), Man's Role in Changing the Face of the Earth A. F. Hill, Economic Botany N. I. Vavilov, The Origin, Variation, Immunity and Breeding of Cultivated Plants E. D. Merrill, The Botany of Cook's Voyage M. K. Bennett, The World's Food R. D. Edwards and T. D. Williams (eds.), The Great Famine C. Nordhoff and J. N. Hall, The Bounty Trilogy O. Ames, Economic Annuals and Human Cultures J. B. Hutchinson, R. A. Silow, and S. G. Stephens, The Evolution of Gossypium R. N. Salaman, The History and Social Influence of the Potato 8072: CONTEMPORARY Music (Kuhn, Music) 2 units, summer, W 2:15-4:05 Analysis and discussion of problems of modern music. The course will involve music listening, critical reading, discussion, and the writing of two reports. Works to be studied will be chosen from such composers as Bartok, Carter, Milhaud, Schoenberg, Sessions, Stravinsky, and others.

101 GENERAL STUDIES PROGRAM 8074: SEX ROLES IN AMERICAN CULTURE (Stolz, Psychology) 2 units, winter, T 2:15-4:05 Men and women assume roles geared to the demands of the culture in which they live. Comparisons of sex roles of men and women to meet the needs of a changing society or of special events will be traced. Changing concepts of "masculinity" and "feminity" will be discussed. The developmental process by which an individual learns his sex role in life and factors influencing this experience will be analyzed. Attention will be given to conflicts concerning sex roles in modern life and problems arising from shifts in roles. The Colloquium will offer an opportunity for students to pool material from courses in anthropology, history, literature, sociology, economics and psychology. 8075: MASTERPIECES OF CHORAL LITERATURE (Schmidt, Music) 2 units, winter, Th 2:15-4:05 SC77: PROBLEMS AND POLITICS OF MODERN GERMANY (Sokol, Political Science) 2 units, winter, T 4:15-6:05 A discussion of the various political, social, economic, and military problems confronting Germany today, such as German reunification, German participation in NATO or the Common Market, Berlin, etc. Textboo\ (required) Norman J. G. Pounds, Divided Germany and Berlin SC78: MAN-MACHINE DECISION RESPONSIBILITY (Bennigson, Naval Science) 2 units, spring, T 4:15-6:05 SC7p: LEISURE IN MODERN LIFE (Guthrie, Physical Education} 2 units, winter, Th 4:15-6:05 An examination of some of the present problems of leisure and recreation including selected field trips. Each student shall make one written and one oral presentation.

102 ADDITIONAL REQUIREMENTS SENIOR COLLOQU1A 101 SC8o: VIRGIL: FREE WILL AND PREDESTINATION (Otis, Classics) 2 units, spring, T 8-10 p.m. Discussion of Virgil's Aeneid as an epic among other epics (whether written in prose or poetry, whether ancient or modern) that deal with what man chooses in his freedom to do and what fate (or Providence) does with the choices he makes. Reading will consist of the Aeneid and one modern novel. SC82: DANCE IN PATTERNS OF CULTURE (Lidster, Physical Education) 2 units, autumn, W 2:15-4:05 This Colloquium considers the forms and functions of dance in different cultures; the impact of changing patterns in society on dance forms and practices; creativity in movement versus tradition and technique. It includes discussion of the nature and meaning of expression in movement as related to other art forms. Students select specific topics for reading and report-discussions in accordance with their interests. 5085: THE HISTORY OF THE BOOK (Len^ey, Library) 2 units, autumn, spring, Th 4:15-6:05 The purpose of the Colloquium is to study and discuss the reasons for the changing aspects of handwritten and printed books through the ages. An extensive reading list will be available for the students at the first meeting. SC86: THE CONCEPT OF FREEDOM (Mothershead, Philosophy) 2 units, autumn, T 2:15-4:05 Discussion of the possibility (the notion of free will), actuality (civil liberties), and desirability (social goals) of human freedom. Several brief position papers to be discussed in class. No term paper. SC88: MANUSCRIPTS, ARCHIVES, AND RESEARCH (Hansen, Library) 2 units, winter, T 4:15-6:05 The objective of this Colloquium is to acquaint students with the techniques of using manuscripts in historical research. Students will be required to prepare an oral report on one of the manuscript collections from the Manuscript Department of the Stanford Library or from material in the Stanford University Archives. Available collections are strong

103 102 in nineteenth and twentieth century British and American literature; California politics since 1875; the Stanford Family; and Stanford University up to The object of the report will be to interpret or reinterpret a historical or literary figure.or event on the basis of information obtained from manuscript sources. Emphasis, however, will be on the use of manuscripts as tools in developing the interpretation rather than the ultimate conclusion reached by the researcher on his or her subject. With the exception of a few periodical articles to introduce the Colloquium to the use of manuscripts, there will be no assigned readings. Each student will be expected to become acquainted with the background material relating to his or her particular subject. SCpo: CURRENT CONTROVERSIES OVER AMERICAN EDUCATION (Thomas, Education) 2 units, spring, W 4:15-6:05 This Colloquium is intended for students who may become parents and perhaps school board members rather than for prospective teachers. Since controversy about education is perennial, the particular topics to be taken up will depend on the most recent literature of criticism and the special interests of the students. Possible topics include Progressive Education, teaching the "fundamentals," separate subjects or a "fused'* curriculum, disciplining the mind, maintaining academic standards, automatic promotions by age groups, pupil freedom and discipline, teaching moral and spiritual values, religion in the public schools, and the meanings of a liberal education. Each controversy considered will be reduced to questions of empirical fact and to questions of viewpoint or philosophic assumptions. In addition to reading, some opportunity may be given, where appropriate, for interviewing professional educators and observing relevant activities in the public schools. Reading List Henry Ehlers and Gordon C. Less (eds.) Crucial Issues in Education (Rev.ed.) C. W. Scott, C. M. Hill, and H. W. Burns, The Great Debate Robert E. Mason, Educational Ideals in American Society Brian Holmes, American Criticism of American Education Mortimer B. Smith, The Diminished Mind John Dewey, Experience and Education James Koerner (ed.), The Case for Basic Education

104 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 103 SCpi: RHETORICAL HUMOR (Schrader and Hastings, Speech and Drama) 2 units, winter, Th 2:15-4:05 The forms and functions of humor in rhetoric. Readings in philosophical and psychological discussions of humor will include Martin Grotjahn, Beyond Laughter; Soren Kierkegaard, Concluding Unscientific Postscript; Arthur Koestler, Insight and OutlooJ^; Sigmund Freud, Wit and Its Relation to the Unconscious; Constance Rourke, American Humor; and Max Eastman, Enjoyment of Laughter. Examples of rhetorical humor will include Mark Twain, Jonathan Swift, George Bernard Shaw, The Committee, cartoonists, Arthur Hoppe, Frank Sullivan, and others. 8092: BACH AND BARTOK (Salgo, Music) 2 units, spring, to be offered in Comparison of the musical styles of these two composers; relationship between contemporary and baroque musical practice. Music to be studied will include Bach's Mass in B minor, a Brandenburg Concerto, and a cantata; Bartok's Concerto for Orchestra, Bluebeard's Castle, and a piano concerto. Reading List Lang, Music in Western Civilization Schweitzer, /. S. Bach Pino, J.S.Bach Stevens, Barto\ Seiber, The String Quartets of Bela Barto\ SC93: THE TRAGIC SENSE OF LIFE IN UNAMUNO (Schevill, Modern European Languages) 2 units, autumn, W 4:15-6:05 The basic texts will be Miguel de Unamuno's Tragic Sense of Life in Men and People (Flitch translation), The Agony of Christianity (Reinhardt translation), and Abel Sanchez and Other Stories (Kerrigan translation). The texts will be carefully analyzed and their significance discussed. In addition, each student is expected to prepare a term paper on a subject to be determined by class discussion, which will throw more light on the universal meaning of "the tragic sense of life."

105 io 4 GENERAL STUDIES PROGRAM 8094: CIVIL DISOBEDIENCE (Schrader, Speech and Drama) 2 units, autumn, Th 2:15-4:05 The reading and discussion of works by Thoreau, Ghandi, King, and others will explore the philosophical, religious, social, psychological, and rhetorical dimensions of this form of social protest. 8095: A CASE STUDY IN EARLY AMERICAN POLICY TOWARD THE MIDDLE EAST (Harris, Political Science} 2 units, spring, W 2: The first attempt to implement President Woodrow Wilson's ideal of self-determination, after the defeat of the Ottoman Turks in the First World War. An American view of the peace negotiations in Class discussions will be based upon H. N. Howard, The King-Crane Commission: An American Inquiry in the Middle East. Each member of the Colloquium will be required to buy a copy of this book. SC97: TRADITION AND SOCIAL CHANGE: THE (Steiner, Political Science) 2 units, winter, T 4:15-6:05 CASE OF JAPAN Social change in urban and rural Japan as shown in community studies and as reflected in biographies and novels to be read in translation; an examination of attitudes to social change and of their political significance. Reading List R. P. Dore, City Life in Japan Beardsley, Hall and Ward, Village Japan John F. Embree, Suye-Mura, A Japanese Village SCAP, Natural Resources Section, The Japanese Village in Transition Ruth Benedict, The Chrysanthemum and the Sword Junichiro Tanizaki, Some Prefer Nettles Jiro Osoragi, Homecoming Etsu Sugimoto, A Daughter of the Samurai Shidzue Ishimoto, Facing Two Ways SC98: UTOPIAS (Hastings, Speech and Drama) 2 units, autumn, T 2:15-4:05 Reading and discussion of modern Utopia novels, positive and negative, such as George Orwell's 1984, Aldous Huxley's Brave New World, Ray Bradbury's Fahrenheit 451, and B. F. Skinner's Walden Two. The Col-

106 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 105 loquium will consider the social comment, the plausibility, and the probability of the novels. SCpp: CEREMONY AND SYMBOL IN RELIGION AND SOCIETY (Minto, Chaplain of the University} 2 units, spring, Th 2:15-4:05 A discussion of the place of ceremonies, rites and forms in religious and social life. The renewed interest in religious symbolism will be considered along with an attempt to understand accepted forms and usage in society. Reading List F. W. Dillistone, Christianity and Symbolism F. E. Johnson, Religious Symbolism Gilbert Cope, Symbolism in the Bible and the Church Rollo May, Symbolism in Religion and Literature Peter Hammond, Liturgy and Architecture E. O. James, Seasonal Feasts and Festivals SCioo: THE MIND OF JESUS (Rathbun, Law School) 2 units, autumn, winter, spring, W 7:30-9:30 p.m. An inquiry into the thinking of the historical figure of Jesus of Nazareth on the basic issues of life and consideration of its relevance to our day. The procedure is that of examining and discussing critically the oldest available evidence in English translation, viz. the synoptic gospels. Texts used: H. B. Sharman, Records of the Life of Jesus and Jesus As Teacher. SCioi: PROBLEMS AND POLITICS OF SOUTHEAST ASIA (Sokpl, Political Science} 2 units, autumn, T 4:15-6:05 Discussion of basic problems in relation to the Southeast Asian area and its component countries, such as Colonialism, Nationalism, Population Pressures, Law Reform, Industrialization, Economics, National Unification, Education, Racial Mixture, Political Parties, Democracy, Communism, Defense, etc. Textboo\ (required) Richard Butwell, Southeast Asia Today and Tomorrow

107 io6 GENERAL STUDIES PROGRAM SCic>5: SOCIOLOGY OF THE ACADEMIC PROFESSION (Zelditch, Sociology) 2 units, winter, T 4:15-6:05 SCio6: CIVILIZATION AND ITS DISCONTENTS (Anderson, Sociology) 2 units, winter, W 2:15-4:05 SCi07: COMMITMENT TO AND DEPENDENCE UPON SOCIAL ACTION (Bec\, Sociology} 2 units, winter, Th 7:30-9:30 p.m. SCioS: PROFESSIONALS AND BUREAUCRACIES (Dornbusch, Sociology) 2 units, autumn, W 2:15-4:05 SCuo: MAN AS A FACTOR IN EVOLUTION (Holm, Biological Sciences) 2 units, winter, Th 2:15-4:05 Man is the product of organic evolution and, as such, has been subjected to the forces effecting evolution in all organisms. Because of his effects on the world in which he lives, man has also become a dominant factor affecting the evolution of other organisms. Entire groups of plants and animals have become extinct or modified as a result of man's activities. Other groups have flourished under his influence and have increased their range and dominance, with or without his sanction. The factors controlling evolution in general 'and man's role as one of these factors will be considered in some detail. Man, however, is also the first organism in a position to control and direct the course of its own evolution. His largely unconscious effects in this direction will be considered and the problems involved in any conscious control of human evolution will be briefly touched on. Each student will write an essay on some aspect of the problem. Tentative Reading List Marston Bates, The Nature of Natural History, The Prevalence of People Harrison Brown, The Challenge of Man's Future Loren Eiseley, The Immense Journey

108 ADDITIONAL REQUIREMENTS SENIOR COLLOQU1A 107 Aldous Huxley, Brave New World Julian S. Huxley (ed.), Evolution as a Process; Evolution in Action George G. Simpson, The Meaning oj Evolution William L. Thomas, Jr. (ed.), Man's Role in Changing the Face of the Earth SCii3: LENIN-STALIN-KHRUSHCHEV (Drachkpvitch, Politcial Science) 2 units, autumn, spring, Th 4:15-6:05 The emphasis of the Colloquium will be put on the role of the personality in the Soviet System. Reading List Robert V. Daniels, A Documentary History of Communism Bertram D. Wolfe, Three Who Made a Revolution Sidney Hook, The Hero in History (Chapter 10) Boris Souvarine, Stalin Isaac Deutscher, Stalin Lazar Pistrak, The Grand Tactician Myron Rush, "Succession and Institutions in the Soviet Union," Journal of International Affairs, No. i, 1964 SCu/p THE GREEK HISTORIAN THUCYDIDES (RaubitscheJ^, Classics} 2 units, winter, Th 2:15-4:05 Thucydides wrote the history of the Peloponnesian War, which lasted from 431 to 404 B.C. and resulted in the breakdown of the Athenian empire and the end of the great age of Athens which is associated with Pericles. Students will read most of this history, in English translation, and discussion will be centered round the actual text. His method of writing history, his manner of presenting characters and issues, and the political and ethical background of Athenian history will provide material for discussion. No specific specialized knowledge of Greek history or literature is required, and the particular interests of students (historical, philosophical, or literary) will be taken into account. Reading Assignments The recommended translation is that of Crawley (Modern Library) or Warner (Penguin). Outside reading will be determined according to the needs and inclination of individual students.

109 io8 GENERAL STUDIES PROGRAM 80115: MARXIST ETHICS (Nivison, Philosophy) 2 units, autumn, W 2:15-4:05 The ethical content of Marxism and its relation to other dimensions of Marxist theory. It is often held that Marxism has not developed an ethics and has little or no specifically ethical literature. It is, indeed, even suggested that as a thoroughgoing deterministic doctrine it cannot, except convulsively and inconsistently, be concerned with obligation or value. Yet Marxists have always been conspicuously loud in their praise or denunciation of men, their actions and their attitudes. A reexamination of Marxist tradition will show that from the outbursts of indignation in the Manifesto to exercises in "self criticism," Marxism presents not only a historical and economic theory and a political program, but also an evolving moral philosophy. The Colloquium will explore this side of Marxism through an examination of Marx, Engels and other pre-soviet writers, the voluntaristic redirection of psychology and education under Lenin and Stalin, and the attempts to develop an artificial "proletarian" ethic of "self cultivation" in Communist China. Reading List Sidney Hook, Marx and the Marxists Karl Kautsky, Ethics and the Materialist Conception of History Friedrich Engels, Anti-Duhring Leon Trotsky, Their Morals and Ours Raymond A. Bauer, The New Man in Soviet Psychology Boyd Compton, Mao's China: Party Reform Documents, Robert J. Lifton, Thought Reform and the Psychology of Totalism: A Study of "Brainwashing" in China Herbert Marcuse, Soviet Marxism Robert Tucker, Philosophy and Myth in Karl Marx Erich Fromm, Marx's Concept of Man Eugene Kamenka, The Ethical Foundations of Marxism Karl Marx and Friedrich Engels, The German Ideology SCup: PSEUDOSCIENCE IN MODERN SOCIETY (Davis, Geology) 2 units, autumn, T 2:15-4:05 Pseudoscience penetrates all levels of society and almost every phase of daily living. Extravagant advertising claims, folk medicine, apologetic systems of certain religious groups, dietetic fads, and many other common activities are based largely on pseudoscience. The Colloquium will con-

110 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 109 sider motives of the pseudoscientist as well as scientific facts related to selected topics such as dowsing, dianetics, antifluoridation, abominable snowmen, and flying saucers. Reading will be selected from current pseudoscientific literature. SCi2o: CHARACTERIZATION, SELF-REVELATION, AND DISGUISE IN BIOGRAPHICAL WRITING (Fifer, English) 2 units, autumn, T 2:15-4:05 The Colloquium will consider various forms of biographical and autobiographical writing, the concepts and purposes of biography (both explicit and implicit) revealed in these works, and the various uses to which biographical writing has been put. Attention will be paid to the various literary means employed by writers to create and reveal character or personality. Reading to be assigned from this list Izaak Walton's Lives of John Donne, et al. Samuel Pepys' Diary Samuel Johnson, Lives of the Poets Boswell, London Journal James Boswell, Life of Samuel Johnson Jean-Jacques Rousseau, Confessions Edward Gibbon, Memoirs Benjamin Franklin, Autobiography Thomas DeQuincey, Confessions of an English Opium Eater John Henry Newman, Apologia pro Vita Sua Lytton Strachey, Eminent Victorians Robert Sherwood, Roosevelt and Hopkins The Journals of Andre Gide Somerset Maugham, The Summing Up SCi22: WILLIAM FAULKNER (Appd, English) 2 units, spring, W 4:15-6:05 A study of the development of ideas, character-types, and fictional techniques in the Yoknapatawpha novels. Reading List The Sound and the Fury As I Lay Dying

111 GENERAL STUDIES PROGRAM Light in August Absalom! Absalom! The Portable Faulkner (ed. by Malcolm Crowley) 80123: VOLTAIRE AND JOHNSON: CONTRASTING SPOKESMEN FOR THE ENLIGHTENMENT (Loftis, English) 2 units, winter, W 2:15-4:05 Voltaire and Johnson occupy positions in the literary histories of their nations that are in many respects similar: they were, in their separate ways, the wisest and most articulate literary spokesmen respectively for the French and English Enlightenment. Alike in clarity and boldness of thought, if profoundly different in personality and in religious convictions, they were attracted to similar problems the most important problems which men faced in the eighteenth century. This Colloquium will examine their parallel statements on religious, political, social, and literary issues. Students will be expected to write one essay in which they review a subject treated by both Voltaire and Johnson. Tentative Reading Lists Voltaire: Micromegas Candide Zadig Selections from the Dictionnaire Philosophique Johnson: Rasselas Selections from the Rambler Preface to Shakespeare Selections from Boswell's Life of Samuel Johnson 80124: THE MANIPULATION OF HUMAN BEHAVIOR (Cooper, Psychology) 2 units, winter, T 2:15-4:05 The discussion will follow the Biderman Zimmer book which has the above title. Topics to be considered will include: the effects of reduced environmental stimulation on human behavior; the use of drugs in interrogation; the experimental investigation of interpersonal influence; manipulation through malingering; philosophical and moral issues emphasized in

112 ADDITIONAL REQUIREMENTS SENIOR COLLOQVIA in the Rogers-Skinner debates; the use of guilt, fear, and shame in manipulation; coercive persuasion; and implications for a theory of influence. SCi26: THE NEGRO AND THE NOVEL (Levin, English} 2 units, spring, W 2:15-4: : PESSIMISM IN PHILOSOPHY AND ART (Foult(es, Modern European Languages} 2 units, autumn, W 2:15-4:05 SCi3o: T. S. ELIOT: Four Quartets (Meads, Modern European Languages} 2 units, winter, spring, W 4:15-6:05 SCi3i: THE PLACE OF WOMEN IN DIFFERENT CIVILIZATIONS (Sofol, Political Science) 2 units, summer, T 4:15-6: : GOETHE'S Faust (FoulJ^es, Modern European Languages} 2 units, winter, W 2:15-4: : GOETHE: The Sorrows of Young Werther (Lillyman, Modern European Languages} 2 units, winter, M 7-9 p.m. A discussion of the work which first gained world-wide acclaim for Goethe : FRANK LLOYD WRIGHT (Thompson, Architecture} 2 units, autumn, Th 4:15-6:05 Philosophy, writings, and design of this pioneer of modern architecture. Readings from Greenough, Whitman, and Sullivan : MODERN FRENCH PAINTING (Faulkner, Art) 2 units, autumn, spring, Th 2:15-4:05 The aims and achievements of die major painters of the past one hundred years will be critically considered with emphasis on the ways in which different painters faced the problems of expression, communication and composition. Among the painters to be discussed are Manet, Monet, Renoir, Seurat, Cezanne, Gauguin, van Gogh, Matisse and Picasso.

113 Suggested Readings Alfred Barr, What is Modern Painting Alfred Barr, Masters of Modern Art John Dewey, Art as Experience H. W. Janson, The Picture History of Painting Sam Hunter, Modern French Painting Charles McCurdy, Modern Art Bernard Myers, Modern Art in the Making Sarah Newmeyer, Enjoying Modern Art John Rewald, History of Impressionism 80140: PHILOSOPHY OF MATHEMATICS (Kreisel, Philosophy) 2 units, autumn, Th 2:15-4:05 The principles of set theory, intuitionistic mathematics and proof theory are described and it is shown how these three branches of mathematics are used for the logical analysis of mathematical experience. Simple examples will illustrate the need for mathematical methods in such analyses. SCi4i: FOREIGN POLICIES OF THE SOVIET UNION (Fisher, Hoover Institution) 2 units, autumn, W 4:15-6:05 Reading List A. E. Adams (ed.), Readings in Soviet Foreign Policy I. J. Lederer (ed.), Russian Foreign Policy: Essays in Historical Perspective W. W. Rostow and others, The Dynamics of Soviet Society 80142: COMMUNISM AND THE AMERICAN RESPONSE (Fisher, Hoover Institution) 2 units, spring, W 4:15-6:05 Reading List Daniel Bell (ed.), The Radical Right A. Guttmann and B. M. Ziegler (eds.), Communism, the Courts and the Constitution Irving Howe and Lewis Coser, The American Communist Party, a Critical History Telford Taylor, Grand Inquest

114 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA : SOVIET-AMERICAN RELATIONS (Fisher, Hoover Institution) 2 units, winter, W 4:15-6:05 Reading List G. F. Kennan: Russia and the West Under Lenin and Stalin On Dealing with the Communist World Ernest Lefever, Ethics and United States Foreign Policy H. L. Roberts, Russia and America: Dangers and Prospects 80146: MYSTICS AND MYSTICISM (Wattyns, Political Science) 2 units, spring, T 2:15-4:05 The aim of the Colloquium is to introduce the student to the literature of mysticism as found in the Western world and to the distinctive elements of mysticism as a type of thought and experience. After preliminary readings in general works, including Evelyn Underbill, Mysticism, which is required, each student will concentrate upon the writings of one great mystic selected from among Bernard of Clairvaux, Jacob Boehme, Catherine of Siena, the pseudo-dionysius, Meister Eckhart, John of the Cross, John Scotus Erigena and others of similar stature. Class reports will present mysticism as it is reflected in the mystics studied : GREAT BIOGRAPHIES (Miller, History) 2 units, winter, to be offered in A study of the nature, methods and content of biography from ancient times to the present. The work of such biographers as Plutarch, Suetonius, Aubrey, Boswell, Dr. Johnson, and Lytton Strachey will be read and analyzed : CREATIVITY IN ART, SCIENCE, AND EVERYDAY LIFE (Tuttle, Electrical Engineering) 2 units, winter, Th 7:45-9:45 p.m. When exceptional heights are reached in the creative process by artist, thinker, scientist, we are inclined to speak of "genius." What can we learn about this process from what such people have to say and from what

115 11 4 GENERAL STUDIES PROGRAM writers on the subject have to say about them? What role does, could, creativity play in our own life? What should we do about it? The Colloquium requires reading, active participation in the discussion of these questions (both with and without specific preparation), the writing of short papers and an essay. (Open also to B.S. candidates.) Reading List Brewster Ghiselin (ed.), The Creative Process Harold H. Anderson (ed.), Creativity and Its Cultivation Arthur Koestler, The Act of Creation Harold Rugg, Imagination William J. J. Gordon, Synectics H. N. Wieman, Man's Ultimate Commitment L. S. Kubie, Neurotic Distortion of the Creative Process Jacques Hadamard, The Psychology of Invention in the Mathematical Field G. Polya, How to Solve It E. Underbill, Practical Mysticism Frank Barron, Creativity and Psychological Health Erich Neumann, Art and the Creative Unconscious 80153: FREEDOM OF SPEECH (Donner, Communication} 2 units, winter, spring, T 4:15-6:05 Discussions on free speech and conformity, academic freedom, the right to editorialize on radio and television, access to the microfilm and television camera. Each class period begins with a tape recording, a film, or a kinescope recording or report on the topic which will be the basis of discussion to follow. An attempt is made to relate freedom of speech to the individual, his country and to the larger community of the world. Essay The general subject will be the subject matter of the course, Freedom of Speech, Responsibility, and Propriety in Public Address, as found in theory and in practice. The specific subject for the individual should develop out of the discussion which takes place during the Colloquium. Reading List An extensive reading list will be available to students at the first meeting of the Colloquium; the required readings will vary from quarter to quarter.

116 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA : FRANZ KAFKA (Boeninger, Modern European Languages} 2 units, spring, T 2:15-4:05 Discussions are based on representative samples from Kafka's works. The aim will be to come to an understanding of the often baffling aspects in Kafka's writing through close analysis. Secondary sources are drawn upon to illustrate multiple possibilities of interpretation. Students are expected to write one essay on Kafka. This essay will deal with a particular aspect in Kafka's writing in such a way as to demonstrate an understanding gained from the discussions. Discussion Readings Diaries Selected Stories The Castle Collateral Readings F. Kafka: The Trial America Max Brod, Franz Kaf^a Angel Fores, The Kaj\a Problem Herbert Taubert, Franz Kaffa Charles Neider, The Frozen Sea William Hubben, Four Prophets of Our Time 50155: SOCIAL CLASSES IN AMERICAN SOCIETY (Wallin, Sociology) 2 units, autumn, M 4:15-6:05 SCi5p: THE PATTERN OF CITIES (Sanders, Planning and Architecture) 2 units, winter, W 7:30-9:30 p.m. A Colloquium on City Planning. A review of the history of cities; an analysis of how urban culture has followed the changing needs of man, and an evaluation of the techniques employed by city and regional planners to combat the problems of today and tomorrow. Visual aids will be shown and field trips scheduled. Tentative Reading List Frederick R. Hiorns, Town Building in History Lewis Mumford, The Culture of Cities

117 Arthur B. Gallion, The Urban Pattern, City Planning and Design Christopher Tunnard, The City of Man Patrick Geddes, Cities in Evolution Clarence Stein, Toward New Towns for America Mel Scott, The San Francisco Bay Area A Metropolis in Perspective Robert A. Walker, The Planning Function in Urban Government SCi6i: SCIENCE, VALUES, AND ANTI - INTELLECTUALISM (Krausfypf, Geology) 2 units, spring, M 2:15-4:05 Methods, presuppositions, limitations and aims of science; values in science and the relation of science to value judgments; current attitudes and opinions regarding science. Tentative Reading List Books: A. N. Whitehead, Science and the Modern World H. Dingle, The Scientific Adventure J. D. Bernal, The Social Function of Science J. W. N. Sullivan, Limitations of Science A. Standen, Science Is a Sacred Cow J. Baker, Science and the Planned State H. Reichenbach, The Rise of Scientific Philosophy A. Huxley, Brave New World J. B. Conant, Modern Science and Modern Man C. P. Snow, The Two Cultures G. Piel, Science in the Cause of Man F. A. Hayek, The Counter-Revolution of Science B. Russell, The Impact of Science on Society J. W. Krutch, The Measure of Man J. Bronowski, Common Sense of Science C. Haskins, Science and World Politics J. Barzun, The House of Intellect SCi62: THE TECHNOLOGICAL ORDER (Evans, General Studies) 2 units, autumn, M 8-10 p.m. Our time is marked by rapid technological change which brings in its wake significant social problems. These, in turn, raise important political,, economic, legal, and philosophical issues. The purpose of this Colloquium is to explore the nature of modern*

118 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 117 technology and its significance in the life of man. Discussions will be based on assigned readings. One substantial critical essay will be required. Representative readings Sir Eric Ashby, Technology and the Academics J. Bronowski, Science and Human Values Scott Buchanan, Poetry and Mathematics Ritchie Calder, After the Seventh Day Jacques Ellul, La Technique (in English translation) Garrett Hardin, Nature and Man's Fate Werner Heisenberg, Physics and Philosophy Friedrich Juenger, The Failure of Technology Lewis Mumford, Techniques and Civilization Gerard Piel, Science in the Cause of Man C. P. Snow, The Two Cultures Andrew G. van Melsen, Science and Technology Sir Robert Watson-Watt, Man's Means to His End 80167: Music AND WORDS (Crosten, Music) 2 units, autumn, to be offered in Language and music considered as separate mediums of expression and as they are associated in song and opera; discussion of the problem of describing music in words. Suggested Readings Hanslick, The Beautiful in Music Sessions, The Musical Experience Stravinsky, Poetics of Music Tovey, "Words and Music," in Essays and Lectures SCi68: THE GREAT NOVELS OF CHINA (Chan, Asian Languages) 2 units, spring, T 2:15-4:05 The aim of the Colloquium is to give the student an opportunity to read in English translation three of China's greatest novels, the All Men Are Brothers, the Chin Ping Met, and the Dream of the Red Chamber, and to gain an adequate knowledge of Chinese life and thought in the periods during which these novels were written. Discussions will deal with the Chinese novel as a literary genre, its types, its structure, its literary technique and social significance. A minimum amount of required reading in background material will be assigned. One substantial paper will be required. It will involve a critical evalua-

119 n8 tion of some major aspect of the novels read, and, if possible, an intelligent comparison with a Western novel with which the student is familiar. Reading List All Men Are Brothers (translated by Pearl Buck) Chin P'ing Mei (translated by Bernard Miall and Franz Kuhn, with an introduction by Arthur Waley) Dream of the Red Chamber (translated, in part, and summarized by Chi Chen Wang) Pertinent chapters from such works as C. P. Fitzgerald's China, A Short Cultural History; James Robert Hightower's Topics in Chinese Literature, etc. SCiyo: DETERRENCE, ARMS CONTROL, AND DISARMAMENT (Holsti, Political Science) 2 units, winter, T 4:15-6:05 An analysis of various phases of national security policy in the thermonuclear age. Deterrence, arms control, and disarmament will be considered as three aspects of a single problem. The major portion of the reading will be done in J. David Singer, Deterrence, Arms Control and Disarmament (1962). SCi7i: HYPNOSIS AND PERSONALITY (Hilgard, Psychology) 2 units, spring, M 2:15-4:05 The Colloquium will be concerned with hypnotic phenomena as they relate to personality, to the kinds of people susceptible to hypnosis, and to the problems of self-control and loss of control represented by suggestibility within hypnosis. Reading will be done in the classical literature of hypnosis, e.g., Bramwell's Hypnotism, Its History, Practice and Theory (1903), Hull's Hypnosis and Suggestibility (1933), and in the current literature of hypnosis. Group discussions, with opportunities to experience some of the phenomena. A term paper is required : THE PSYCHOLOGY OF MARK TWAIN (Sears, Psychology) 2 units, spring, T 4:15-6:05 Mark Twain's personality development will be studied by a parallel examination of his works and of the available biographical materials about him. Unlike many less expressive people, he made his values and beliefs sufficiently explicit that one can observe the changes in them that appear

120 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 119 to be associated with important changes in the emotional underpinnings of his life. Attention will be given to the general relationships that appear to exist between the products of a man's creative activity and the events that comprise his life experience. There will be certain basic readings for everyone, as listed below. Each participant will also read additionally to enrich specific aspects of the discussion. The purpose of the Colloquium is to provide extensive and thoughtful oral discussion of die readings; there will be no written papers. Students will be expected to come to the first meeting of the class fully familiar widi Tom Sawyer by a recent reading. Reading List Mark Twain: The Adventures of Tom Sawyer The Adventures of Huckleberry Finn Life on the Mississippi The Gilded Age (part only) The Mysterious Stranger Extract from Captain Stormfield's Visit to Heaven Roughing It (part only) The Man That Corrupted Hadleyburg (and several other short pieces, equivalent, in all, to a small volume) Albert Bigelow Paine, MarJ^ Twain: A Biography (diree volumes). Excerpts Bernard DeVoto, Marf^ Twain's America Henry Nash Smith, Mar\ Twain: The Development of a Writer 50174: SOREN KIERKEGAARD (Reinhardt, Modern European Languages) 2 units, spring, W 2:15-4:05 Reading and discussion of Kierkegaard's greatest work, the "Concluding Unscientific Postscript." It was published in 1846, two years after the "Philosophic Fragments." The book is of pivotal significance in Kierkegaard's production in that it acknowledges for the first time his authorship of the works previously published under pseudonyms, and poses concretely the problem to which all the earlier works had been leading, the problem of "becoming a Christian." Recommended Reading Soren Kierkegaard: Either/Or Stages on Life's Way

121 120 William Barrett, Irrational Man Kurt F. Reinhardt, The Existentialist Revolt Perry D. LeFevre, The Prayers of Kierkegaard SCi77: AN INTRODUCTION TO CONTEMPORARY INDIA ( Walia, Communication) 2 units, autumn, winter, M 4:15-6:05 The first five sessions of the Colloquium will be a prelude to an introduction to contemporary India a survey of Indian history from Indus Valley Civilization (3000 B.C.) to the emergence of the modern Indian republic (1950 A.D.). The following four sessions will be devoted to discussions of topics such as sequel to partition; integration of princely states; constitution of India and governmental institutions; first general elections and internal political developments; planned economy and socialistic democracy; fiveyear plans for economic development; second general elections and political parties; foreign policy of India; relations with Pakistan, Commonwealth; India at the U.N.; nonalignment; relations with Red China; prospects of democracy in India; China-India border war 1962; current political developments. Reading List lawaharlal Nehru, Discovery of India Charles Drekmeier, Kingship and Community in Early India Norman Brown, United States and India Frank Moraes, India Today Ross N. Berkes, The Diplomacy of India Vera Micheles Dean, "New Patterns of Democracy in India," Current History (March, 1963) 86178: THE WRITING OF ALBERT CAMUS (Cohn, French and Italian} 2 units, autumn, M 4:15-6:05 The development of Camus as artist and thinker and his relation to existentialism. Reading List Albert Camus: The Stranger The Myth of Sisyphus The Plague

122 ADDITIONAL REQUIREMENTS SENIOR COLLOQUIA 121 The Rebel The Fall The Exile and the Kingdom SCiyp: THE ARTIST AND SOCIETY (Naughton, French and Italian) 2 units, spring, Th 2:15-4:05 This Colloquium will concern itself with the problem of the relationship of the artist to society by examining the views advanced in pertinent passages in the books appended, ranging from antiquity to contemporary statements on the subject. Discussion will explore such questions as the limits of artistic freedom, whether an artist has a social responsibility, in what sense literature is an 'expression* of a given society, whether an artist reflects, rejects or shapes the beliefs, aspirations or assumptions of his age; the place, importance and influence of literature in a society; the problem of the 'public'. In brief, instead of attempting to establish normative or aesthetic criteria, the approach will stress what might be called the sociology of the writer. To raise the question of the function of the artist in society is an oblique way of posing the question of the significance of art itself which will, it is hoped, stimulate fruitful reflection among students whose primary interests are not in literature. Discussion of the different opinions reviewed is intended to prepare the participants to test their own conclusions in the writing of a substantial analysis of two works by a contemporary American (or European) novelist the background of whose work he may be expected to be familiar with and competent to evaluate. In other words he will show, in terms of the function he has postulated for the artist, the importance or unimportance, of the works he has studied. Suggested Reading American Novelists Plato, The Republic, Books II and X W. Faulkner Victor Hugo, Preface to Crom well J. Steinbeck Leo Tolstoi, What Is Art? N. West A. Camus, The Rebel R. Wright Jean-Paul Sartre, What Is Literature? Mario Praz, The Romantic Agony SCiSo: INTERNATIONAL COMMUNISM (Sworafywsty, Institution) 2 units, winter, T 2:15-4:05 Hoover Discussion of communist theory and tactics. Critical appraisal of their application in practice. Outline of activities of communist parties, the