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Bulletin of


Catalogue Issue
October 1976

1976-1977 Wellesley Catalogue Issue

Bulletin of College October 1976

Volume 66, Number 2
Catalogue Issue

The College reserves the right in its discretion to make fronn
time to time changes affecting policies, fees, curricula, or
other matters announced in this Bulletin.

Bulletin published eight times a year by Wellesley College,
Green Hall, Wellesley, Massachusetts 02181. September, one;
October, one; November, \\no; January, one; March, one; April,
one; May, one.


Academic Calendar 1 976-77 3

The College 9

Admission 13

Financial Information 17

Student Life 25

The Campus 31

Academic Program 35

Courses of Instruction 43

Officers of Instruction 157

Administration 173

Alumnae Organization 179

Index 182


Photographs by: Foster-Bush Studio,
Bradford Herzog, Lillian Kemp, Elaine
Lampert, and Julie O'Neil.

Printer: Rapid Service Press, Boston
September 1976 30M

Academic Calendar

First Semester

Second Semester

New students


Classes begin

January 31

Returning students


Spring vacation

March 25



Spring vacation


Classes begin

September 9

Classes end

May 6

Fall recess begins


Reading period

May 7

Fall recess ends

October 11

Reading period

May 11

recess begins

November 24

Examinations begin

May 12

recess ends

November 28

Examinations end

May IS

Classes end

December 13


May 27

Reading period

December 14

Reading period

December 17

Examinations begin

December 18

Examinations end

December 23

Christmas vacation

December 23

Christmas vacation


Winter break begins

January 9

Winter break ends

January 30




General interests of the College

Dean of the College

Academic policies and programs

Class Deans

Individual students

Study abroad; students from abroad

Director of Admission

Admission of students

Financial Aid Officer

Financial aid; student employment;

Student Services

Residence; health services; counseling


College fees


Transcripts of records

Director of Continuing Education

Continuing education

Dean of Academic Programs

MIT cross-registration
Exchange programs

Director of Career Services

Employment of graduating seniors and

Vice President for Business Affairs

Business matters

Vice President for College Relations

Internal and external publics

Vice President for Resources

Gifts and bequests

Executive Director, Alumnae Association

Alumnae interests


Wellesley welcomes visitors to the College.
The administrative offices in Green Hall are
open Monday through Friday, 8: 30 a.m. to
4: 30 p.m., and by appointment on Saturday
mornings during term time. Special arrange-
ments for greeting prospective students can
also be made during vacation periods. Rooms
for alumnae and for parents of students or
prospective students are available on the
campus in the Wellesley College Club and
may be reserved by writing to the club

A prospective student who wishes to arrange
an interview with a member of the profession-
al staff of the Board of Admission should
make an appointment well in advance.

Student guides provide tours for visitors with-
out previous appointment. Visitors to the
College may call the Board of Admission prior
to their visit to arrange a mutually convenient
time for the tour.


Wellesley College

Wellesley, Massachusetts 02181


Board of Trustees


Nelson J. Darling, Jr., LL.B.
Chairman of the Board
Swampscott, Massachusetts

Betty Freyhof Johnson, MA.

Vice Chairman
Cincinnati, Ohio

John Kenneth Spring, MBA.


Concord, Massachusetts

Betsy Ancker-Johnson, Ph.D.
Washington, D.C.

Florence Van Dyke Anderson, B.A.
Golden, Colorado

William M. Boyd II, Ph.D.
Concord, Massachusetts

Frances Clausen Chapman, B.A.
St. Louis, Missouri

Harriet Segal Cohn, B.A.
Brookline, Massachusetts

Dorothy Dann Collins, B.A.
Dallas, Texas

Ann Rockefeller Coste, B.A.
New York, New York

Camilla Chandler Frost, B.A.
Pasadena, California

Harvey H. Guthrie, Jr., Th.D.
Cambridge, Massachusetts

William E. Hartmann, B.Arch.
Chicago, Illinois

Barbara Barnes Hauptfuhrer, B.A.
Huntingdon Valley, Pennsylvania

Anne Cohen Heller, M.D.
New York, New York

James T. Hill, Jr., LL.B.

New York, New York

Walter Hunnewell, MBA.
Wellesley, Massachusetts

David O. Ives, MB. A.

Lincoln, Massachusetts

Barbara Loomis Jackson, Ed.D.
Atlanta, Georgia

Carol G. Johnson Johns, M.D.
Baltimore, Maryland

Howard Wesley Johnson, MA.

Cambridge, Massachusetts

Mary Gardiner Jones, LL.B.
Washington, D.C.

Hilda Rosenbaum Kahne, Ph.D.
Lexington, Massachusetts

Mildred Lane Kemper, B.A.
Kansas City, Missouri

George Howell Kidder, LL.B.
Concord, Massachusetts

Robert Lawrence, B.A.
Westwood, Massachusetts

Suzanne Carreau Mueller, B.A.
New York, New York

Samuel H. Proger, M.D.
Brookline, Massachusetts

George Putnam, MBA.
Manchester, Massachusetts

Rose Clymer Rumford, B.A.
Baltimore, Maryland

Mary Ann Dilley Staub, B.A.
Winnetka, Illinois

Nancy Angell Streeter, B.A.
New York, New York

Leah Rose Werthan, B.A.
Nashville, Tennessee

Kathie Ann Whipple, B.A.
Brooklyn, New York

Barbara W. Newell, Ph.D., ex officio
President of Wellesley College
Wellesley, Massachusetts

Nardi Reeder Campion, B.A., ex officio
President of the Wellesley College
Alumnae Association
Amherst, Massachusetts

Clerk of the Board of Trustees

Doris E. Drescher, B.S.
Needham, Massachusetts


Trustees Emeriti

Eleanor Wallace Allen '25

Boston. Massachusetts

O. Kelley Anderson

Boston, Massachusetts

Charles C. Cabot

Dover, Massachusetts

Sirarpie Der Nersessian

Paris. France

Byron Kauffman Elliott

Boston, Massachusetts

Alexander Cochrane Forbes

South Dartnnouth, Massachusetts

Mary Cooper Gaiser '23

Spokane, Washington

Elisabeth Luce Moore '24

New York, New York

Elizabeth King Morey '19

Tucson, Arizona

John R. Quarles

Wellesley, Massachusetts

Robert Gregg Stone

Dedham, Massachusetts

Edward A. Weeks, Jr.

Boston, Massachusetts

Mary Sime West '26

Katonah, New York

Henry Austin Wood

Newport. Rhode Island

Katharine Timberman Wright '18

Columbus, Ohio



Ada Howard

Alice Freeman Palmer

Helen Shafer

Julia Irvine

Caroline Hazard

Ellen Fitz Pendleton

Mildred McAfee Horton

Margaret Clapp
1 949-1 966

Ruth M. Adams

Barbara W. Newell

The College

J ,ii>'-w«^W"'


A student's years at Wellesley College are the
beginning — not the end— of an education. It
is an education characterized by sensitivity
and knowledge, and by the mastery of intel-
lectual skills and the growth of a discerning
nnind. Above all, its aim is the wisdom to use
knowledge to enhance one's own life and to
participate more effectively in the larger

Wellesley offers this education in an environ-
ment which takes women seriously as indi-
viduals, as scholars, and as leaders.

Although education at Wellesley was 100
years old in 1 975, it continues to reflect the
goals of its founder, Henry Fowie Durant. He
was an impassioned believer in equality for
women, who saw education as the way wom-
en could prepare themselves for "great con-
flicts" and "vast reforms in social life."
Wellesley College reaffirmed these early vi-
sions in 1971 when, after seriously consider-
ing coeducation, it elected to remain a college
for women only.

Throughout the years, Wellesley has encour-
aged women to make unconventional choic-
es, and it continues to encourage students to
seek for themselves a range of options. As a
result, many Wellesley women choose to
major in such areas as economics, mathe-
matics, and the sciences and subsequently
enter careers in business, law, and medicine
—all fields which have been long dominated
by men.

This conscious effort to provide women with a
full range of career and life choices is an inte-
gral part of Wellesley's rigorous and demand-
ing academic experience.

High academic standards at Wellesley are
combined with considerable flexibility of
choice for the individual student. There are
opportunities for independent study, indi-
vidually designed majors, and research.

A primary concern in the Wellesley classroom
is the development of analytical skills and
clarity of expression; to this end, most in-
structors emphasize writing papers and re-
ports. Classes are small, with the average size
ranging from 22 to 25 students. Popular intro-
ductory courses which enroll more than 100
students include small discussion or confer-
ence sections. Upper level classes and semi-
nars bring together 1 2 to 1 5 students and an
instructor to pursue a common problem. The
student-faculty ratio of 10 to 1 offers an excel-
lent opportunity for students to undertake
individual work with faculty on honors proj-
ects and research.

Wellesley's faculty— of whom 58 percent are
women — bring to the College diverse aca-
demic and professional interests. They are
scholars as well as poets, novelists, artists,
musicians, scientists, political and economic
analysts. A number live on or near the cam-
pus, and they take part in many aspects of
College life.

Intellectual development at Wellesley is but-
tressed by outstanding resources and facili-
ties. The Margaret Clapp Library has an exten-
sive general collection containing original
source material from special collections. In
addition to the facilities of the main library,
many departments have their own libraries. In
the sciences, facilities include laboratories,
greenhouses, an observatory, and special
equipment such as controlled environment
chambers, an electron microscope, and a
laser beam spectrophotometer. Wellesley's
physics laboratory was the second such
laboratory in the country (the first was at the
Massachusetts Institute of Technology). A
new Science Center, completed in 1976, will
bring together all of the science departments,
including mathematics and computer sci-
ence, in a contemporary setting where inter-
disciplinary studies can be fostered.

Students in the arts find excellent facilities in
the Jewett Arts Center which has a teaching
museum, libraries, practice rooms, studios,
and an auditorium. Each year the Museum
has several exhibitions of students' work, and
Jewett is also used for students' concerts and

The Wellesley curriculum is extended through
opportunities for cross-registration with the
Massachusetts Institute of Technology, ex-
change programs, and study abroad.

MIT men and women come to Wellesley for
such courses as psychology, economics, and
art history. Wellesley women travel to MIT for
such classes as urban planning, political sci-
ence, and photography. Buses shuttle hourly
along the 1 2 mile route between the two

The Twelve College Exchange Program each
year brings men and women from other New
England colleges to Wellesley for a semester
or a year, and enables Wellesley students to
live and study on another campus. An experi-
mental exchange between Wellesley and
Spelman College, a distinguished Black liber-
al arts college for women in Atlanta, Georgia,
was inaugurated in 1974-75.


Wellesley also offers opportunities for study
abroad through the Slater, Waddell, and
Stecher scholarship progranns. The Slater
program underwrites the cost of attending
European institutions for a sunnnner or aca-
demic year, and it brings Slater Fellows from
abroad to the Wellesley campus. The Waddell
program provides funds for study in Carib-
bean countries or in Africa. The Stecher pro-
gram enables students to study art in Europe
either during the academic year or in the sum-
mer. Wellesley does not have its own junior
year abroad program, but it does help stu-
dents make arrangements for such study by
direct enrollment in foreign universities or
through application to such programs admin-
istered by other colleges.

One advantage of women's colleges is the
opportunity for women to assume leadership
in college organizations and activities. These
options frequently are closed to women in
coeducational institutions where extracurric-
ular activities are dominated by male

Wellesley students serve, often as voting
members, on almost all major committees of
the Board of Trustees, including the Invest-
ment Committee; of the Academic Council,
including the Board of Admission and the
Committee on Curriculum and Instruction;
and of ad hoc committees, including the
Commission on Community Life. In academic
departments, they are voting members of
curriculum and faculty search committees,
and they also serve on committees which set
policy for residential life and which govern
Schneider College Center, the focus for much
student and community activity on campus.

In 1918 students and faculty concluded a
historic Agreement creating the College Gov-
ernment which allows for student control over
most nonacademic aspects of their lives and
for faculty supervision of academic matters.
College Government officers are elected each
spring by the students, and the president of
College Government heads the student Sen-
ate which consists of students, faculty, and
administrators but in which only student
members have voting privileges.

Students are members of the Commission on
Community Life, which has representatives
from all College groups and reports to the
president. The commission is concerned with
relations and communications among the
many segments of the campus community,
and has also developed an affirmative action
program which will insure diversity among

Students also have numerous outlets for self-
expression through involvement in such activ-
ities as theatre and musical groups, student
publications, and sports.


Each week brings lectures, poetry readings,
filnns, exhibitions, and performances in
dance, theatre, and music. Visiting artists
and lecturers frequently offer master classes
for interested students; receptions and infor-
mal dinners provide further occasions for
students to talk with distinguished men and

While Wellesley encourages the participation
of its students in events and activities de-
signed to heighten their awareness of the
world around them, a student's inner develop-
ment and her search for personal and spiritual
values is also an important process. Over the
past few years, there has been an increasing
interest in ethical and religious issues and
activities. The Office of the Chaplain spon-

sors special seminars and programs in which
students can explore these issues as well as
share with one another the celebration of reli-
gious holidays. The chaplaincy provides a
religious program embracing many faiths, but
also offers denominational programs for
those who wish to participate.

The development of social responsibility and
social responsiveness is an integral part of
Wellesley's heritage that continues to this
day. Students are encouraged to participate in
the communities of Boston as well as in the
Wellesley College community. Their activities
range from tutoring with the MIT-Wellesley
Upward Bound Program to internships in
urban legal studies.

As an individual learns and grows, so, too,
does a community. It explores and seeks al-
ternatives, makes mistakes and begins anew.
The past five years at Wellesley have wit-
nessed marked changes in the curriculum and
academic policies as well as in policies gov-
erning students' lives on campus. This
change— and it is a continuing process-
comes about through the efforts of individ-
uals who influence and shape the College
environment. The College, in turn, influences
the lives of each member of its community.

In its desire to create the best possible edu-
cation for women, Wellesley continues to
seek solutions to problems faced by both men
and women in a changing society. It is
looking, too, at its own community, and is
trying to make it a better place in which to
work and to study and to grow. It is exploring
new patterns of work, new ways for campus
groups to communicate more effectively with
one another, and new styles of residential

Each student who comes to Wellesley College
joins a continuing community, for the support
and involvement of the alumnae add an impor-
tant dimension to the College's life.

One reason for Wellesley's leadership among
colleges and universities in this country is the
success of its many alumnae who have pio-
neered in all areas of life. Some have been
outstanding scholars and researchers; others
have been leaders in science, politics and
women's rights; still others have made
important contributions to their communities
through volunteer work.

Whatever one's life choice and goal, a
Wellesley education provides women with
intellectual and personal growth which con-
tinues long after the college years.



Criteria for Admission

The Board of Admission at Wellesley is com-
posed of representatives of the faculty, the
administration, and the students. In selecting
the candidates who will comprise the student
body, the Board of Admission considers a
number of factors: high school records, rank
in class, scholastic aptitude and achievement
test scores, letters of recommendation from
teachers and principals, the student's own
statements about herself and her activities,
and the interview reports of the staff or alum-
nae. The Board of Admission values evidence
of unusual talent and involvement in all areas
of academic and social concern.

Each application is evaluated with care. The
admission decision is never made on the
basis of a single factor. For instance, the
Board recognizes that tests do not measure
motivation or creativity and that scores may
be influenced by the student's experience
with timed examinations.

The Board of Admission chooses students
who will benefit from and contribute to the
type of education offered at Wellesley and be
able to meet the standards for graduation
from the College. Consideration is given to
creativity and high motivation as well as
strong academic potential.

The Board of Admission considers each appli-
cation on its merits and does not discriminate
on the basis of race, religion, color, creed, or
national origin. In accordance with its desire
to maintain diversity in its student body,
Wellesley College encourages applications
from qualified students who come from a
wide variety of cultural, economic, and ethnic

General Requirements for Freshman

Wellesley College does not require a fixed
plan of secondary school courses as prepara-
tion for its program of studies. Entering stu-
dents normally have completed four years of
strong college preparatory studies in secon-
dary school. Adequate preparation includes
training in clear and coherent writing and in
interpreting literature, training in the princi-
ples of mathematics (usually a minimum of
three years), competence in at least one for-
eign language, ancient or modern (usually
achieved through three or four years of study),
and experience in at least one laboratory
science and in history.

Students planning to concentrate in mathe-
matics, in premedical studies, or in the natur-
al sciences are urged to elect additional
courses in mathematics and science in secon-
dary school. Students planning to concen-
trate in language or literature are urged to
study a modern foreign language and Latin or
Greek before they enter college.

There are always exceptions to the prepara-
tion suggested here, and the Board will con-
sider an applicant whose educational back-
ground varies from this general description.

The Application

Application forms may be obtained from the
Board of Admission. A nonrefundable fee of
$20 must accompany the formal application.
If the application fee imposes a burden on the
family's finances, a letter from the applicant's
guidance counselor requesting a fee waiver
should be sent to the College with the appli-
cation for admission.

The Interview

A personal interview is required of each appli-
cant. If it is not possible for a candidate to
come to the College for an interview, she
should write to the Board of Admission for
the name of a local alumna interviewer. The
Board of Admission is closed for interviews
from February 1 5 to March 1 5; however, tours
will still be given by student guides at this

Campus Visit

Students who are seriously considering
Wellesley will have a fuller understanding of
student life at Wellesley if they can arrange to
spend a day on campus. Candidates are wel-
come to attend classes, eat in the residence
halls, and talk informally with Wellesley stu-
dents. Prospective students who plan to
spend some time exploring the College are
urged to notify the Board of Admission in
advance so that tours, interviews, meals, and
attendance at classes can be arranged before
arrival on campus.


College Entrance Examination Board Tests

The Scholastic Aptitude Test and three
Achievement Tests of the College Entrance
Examination Board (CEEB) are required of all
applicants for admission. One Achievement
Test must be the English Composition Test.

Each applicant is responsible for arranging to
take the tests and for requesting CEEB to
send to Weilesley College the results of all
tests taken. CEEB sends its publications and
the registration forms necessary to apply for
the tests to all American secondary schools
and many centers abroad. The applicant may
obtain the registration form at school, or may
obtain it by writing directly to CEEB, Box 592,
Princeton, New Jersey 08540; or in western
United States, western Canada, Australia,
Mexico, orthe Pacific Islands, to CEEB, Box
1 025, Berkeley, California 94701 .

It is necessary to register with CEEB approxi-
mately six weeks before the test dates; how-
ever, limited walk-in registration may be avail-
able at some test centers.

Either the SAT or three Achievement Tests
may be taken on any of the following dates,
but it is not possible to take both the SAT and
the Achievement Tests on the same day, so
students must select and register for two dif-
ferent test dates. The latest test date from
which scores can be used for admission in
September 1977 is January 22, 1977.

The CEEB Code Numberfor Weilesley
College is 3957.

Dates of CEEB Tests

April 3, 1976
June5, 1976
Novembers, 1976
December 4, 1976
January 22, 1977
March 26, 1977
May 7, 1977
June4, 1977

In addition, on October 16, 1976 the SAT only
is offered in California and Texas.

Admission Plans


April Decision

A candidate who uses the regular plan of ad-
mission must file an application by January
15 of the year for which she is applying. Ap-
plicants will be notified of the Board of Ad-
mission's decisions in April. Applicants for
regular admission may take Scholastic Apti-
tude Tests and Achievement Tests any time
through January of the senior year. Results of
tests taken after January arrive too late for
consideration by the Board of Admission.

Early Evaluation

Candidates whose credentials are complete
by January 1 , and who request it, will receive
an Early Evaluation of their chances of admis-
sion. These evaluations will be sent by the
end of February. Candidates will receive the
final decision from the Board of Admission in

Early Decision

This plan is intended for those students with
strong high school records who have selected
Weilesley as their first choice college by the
fall of the senior year. To provide greater flexi-
bility for these students, Wellesley's Early

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Online LibraryWellesley CollegeCatalogue number [of the Bulletin] (Volume 1976-1977) → online text (page 1 of 21)