.

To.

Menbers of Senate

Directed Studies and

Subject.,

Special- Topic...................................................................

3.

72-//3

From..

I. Mu1dge

Assistant Vice-President, Academic

Date.

September

26, 1972

SiMON FRASER UNIVERSITY

MEMORANDUM

Attached are the reports from departments on the

above subject. I am also enclosing a copy of the President's

memorandum on the subject, for your information.

Reports have been received from all departments

except P.S.A.

I. Mugridge

.

att.

0

---

.

13.0. Wilson

K. strand

VicO- . P

p

ejdnt, Ac&1F*C

President

Report for October

Feetin

g

, of Senate

18, 1972

August

on

Special

'lbpice and Directed Studies Courses

As you are aware, as a

by - p

rxuct of its discuasiori

of

s

Se

of

undeDeans

e

n

i

S

r

t

r

e

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tof

,

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1972/

opos

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Faculties

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tion

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It would seem appropriate for this report to contain

the following lnfornntion:

1 • the

cUandar

description of each course concerned,

cincourludise

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title

the

and

course

descr

ni

ipt

m

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ter, the

vector

nimt,er,

2. a

detailed description of the specific cours•

•

being offered,

including

the faculty member concerned,

Involved.

a

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cou

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s

t,

e

t

ou

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act

d

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s and me

along

thod of

wi

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r

u

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-

It would also

seem reasonable that collation of this

from

report

individ1.Dean.

be undertaken by

T

your

his w

of

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ll

ic

m

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e

f

an

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Deans

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t

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s

erja1

to your office in time for the meeting or the Senate Agenda Comittee

which will take place on September 21, 1972

to consider material for

the Senate neetiv on the 2nd of October.

: am

K. Strsnd

c.c. Deans

Department

(airnen

Registrar

'I'

---

SiMON FRASER UNIVERSITY

MEMORANDUM

•

Stil

.

ivan.

.

From

Dean of Art

Department of Archaeology

Sub.d........

.

Date

September, 1972

The only special topics course offered by the Department

of Archaeology in the Fall Semester 1972 is Arc. 493-5 —

..

..

Honours Readings. In this course a student who has been

admitted to the honours programme works out in conjunction

with one faculty member an archaeological topic on which a

series of readings are then assigned. The student meets

with the instructor once or twice a week throughout the

semester to discuss the readings. We have one student enrolled

•

in this course this term.

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---

SiMON

FRASER UiVEiISITY

-

"':•,'

.,.

To

1.).

d. SulliV3fl

. From,

M. H. han

I)i,

Ficu1ty of Arts

.

. Chairman, Undergraduate Prog. D

7

- C

5 .

cctcd Topics"

and "Readings"

Date

Sept.

13,

1972

Courses in DEC

iuh please find detailed information on our undergraduate and graduate

and "Directed Studies" Courses in Economics and Commerce.

/

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:,

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SEP1 51912

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---

DEC Undergraduate Readings and Directed

40

Studies Courses in Economics and Commerce

Selected Topics

The DEC has six courses with the title "Selected Topics", all three-

credit courses with the same description: "The subject matter will vary from

semester to semester depending upon the interests of faculty and students." Three

of these courses are economics courses, and three are commerce courses. All

have "Permission of instructoras prerequisite, and all have vector (0-3-0).

The department has the following general guidelines with respect to its

selected topics courses:

a)

No more than one selected topics course is to be offered in each

discipline in a single semester.

b)

An effort is made to offer one selected topics course in each dis-

cipline in each semester, the numbers rotating.

C)

Faculty interested in teaching such a course are asked to approach

the undergraduate program chairman with a proposal for a course that he (the

potential instructor) feels will be interesting and relevant to the department

and overall programme. At times the undergraduate program chairman will approach

faculty with suggestions for courses which he feels would be appropriate to the

structure of the department's offerings over the next three or four semesters.

Sometimes students will request of the undergraduate program chairman that a

certain course be offered.

d) The department does not permit selected topics courses to have

prohibitive prerequisites (imposed through the mechanism of "permission of in-

structor") although it is assumed that in general classes will consist of students

in their final two semesters.

.

Descriptions of the two selected topics courses being offered by the

DEC this fall are attached.

---

-2-

0

Directed Studies

The department has one course entitled directed studies, a three-

rdic course listed jointly under both economics and commerce. Its general

description is "Independent reading and research on topics selected in con-

sultation with the supervising instructor. This course cannot be repeated

for additional credit." Prerequisite is consent of the undergraduate program

chairman, and its vector is (0-3-0).

The department has the following general guidelines with respect to

its directed studies course:

a)

No student may take this course more than once.

b)

Students are permitted to take this course only in circumstances

in which the department's regular offerings do not meet their needs. For

ex-

ample, in order to graduate at the end of the semester in question, a student

might need a certain type of course (e.g. honors seminar, technical course,

required theory course) that is not available that particular semester.

c)

The undergraduate program chairman in all circumstances attempts to

find some way in which the department's regular offerings can fill the needs of

the student (here regular offerings include graduate courses which may be suitable

to the student in question).

d)

In a circumstance in which it is clear that a directed studies course

must be given, the undergraduate program chairman discusses the student's interests

with him and suggests faculty members whom he might approach to set up such a

directed studies course. Only when the course is arranged and approved by a fac-

ulty member in consultation with the student does the undergraduate program chair-

man allow the student to register in that course.

0

Because the number and nature of the department's directed studies courses

for the fall semester will not be known until the first week of classes, it is im-

possible for us to submit course descriptions at this time.

---

DEC Graduate "Readings" and "Directed Studies"

0

Courses in Economics

Selected Topics and Directed Readings (Graduate)

The DEC has one each of the above titles listed among its graduate offer-

ings, Econ 896-5 (Selected Topics) and Econ 897-5 (Readings in Economics).

The Department has the following guidelines with respect to these two

courses:

a.

Instructors who wish to offer a course covering materials not included

in other courses listed in the calendar can, with the permission of

the

departmental Graduate Studies Committee, do so.

b.

If graduate students wish to study a paricular area other than those

regularily offered and can find a faculty member to supervise, the

•

student must submit a statement to the Chairman of the Graduate

Academic Program and secure his approval before he can be enrolled in

the directed studies course.

For the f11 term, 1972, there is one selected topics course, Radical

Perspectives in Economics. Graduate students enrolled in the course attend the

lectures the undergraduate selected topics course and will do additional reading

as well as an extra paper. The basic reading list is attached to the undergraduate

submission.

There are no students enrolled in a directed readings course.

---

Commerce

492:

Selected Topics in Commerce

.

Fall Serne3ter

1972

Newman S. Peery, Jr.

Texts: Richard A. Hall Organizations: Structure and Process

Englewood Cliffs, N.J.: Prentice-Hail, Inc., 1972

Paul R. Lawrence and Jay W. Lorsch Qanizatior. and

Environment: Managing Differentiation and Intenration

Homewood, Ill.: 1 hard D. Irwin, Inc., 196rTPaperback).

On Reserve:

Fred E. Fiedler,"Designing the Job to Fit the Manager,"

Harvard Business Review, September-October,

1965-

D. J. Hickson et, al. "A Strategic Contengencios' Theory

of Intraorganizational Power," Administrative Science

rter]i, Vol. 16, No. 2 (June

7TTpp.

2l-229.

Raymond G. Hunt "Technology and Organization," Academ

y

of

Management Journal, Vol.

13,

No. 3,(September 1970),

pp.

235-252.

Terence R. Mitchell et.al

. "The Contingency Model: Criticism

and Suggestions," AcademZ of Mana

g

ement Journal. Vol.

13,

No.

3

(September

1777pp.253-27

Louis R. Pondy, "Effects of

Size,

Complexity, and Ownership

on Administrative Intensity," Administrative Science

Quarterly, Vol.

lL

f

,

No. 1 (March 19), pp. 471.

James D. Thompson, Organizations in Action Toronto: McGraw-

'Hill Book Company, 1967.

Joan Woodward, Industrial Organization: Theory and Practice

Oxford: Oxford University Press,

1965-

The selected topic for this course is organizational structure

and design. Recent developments in organization theory and em-

pirical research are to be reviewed in an attempt to understand

possible implications for the practicing manager. Organizational

design connotes the purposeful structuring of organizations so that

established goals can be more effectively attained. The primary

objective of the course is to attain an understanding of how certain

contextual and structural variables of organizations influence the

options in designing organizations.

In addition to the required texts and selections from reserve

materials , supplementary lists of optional reserve readings will be

provided to go with each of the major topics of the course. There

will be a mid-term examination and a final as well as a term paper

W

on come aspect of organizational design. The already diverse

letorature on organizational structure is rapidly growing and many

rather important subtopics will be either omitted or lightly reviewed

because of time limitations. As their term paper, students are

---

Commerce 49c--pag- 2

encouraged to either do an origin1 field study in an orp;cnization(s)

where they have access or to o library research on some is;uc or

problem in organization design which goes beyond the limited

coverage of the course. Papers should be approximately 15 do'-Ile

spaced typed pages.

Course evaluation:

Midterm

30%

Final

30

Term paper

30

Class participation 10

10070 -

Course Outline on Organizational Structure and Design.

tonic

Description

?ssipnment (P=on Peserve)

1

Course Introduction and

Organization

PART I FOUNDATIONS

2

Approaches to

the Study of Organizations

Hall, C.p. I

Lawrence. and Lo-'rcL, 0: • I

3

Types of Organizations

Hall, Ch. 2

.

PART II STP1JCTU)RAL VARIABLES

L

Size

5

Complexity

6.

Formalization

7

Composition

PAT

Til

BEHA IT IORAL VAPIALES

8

Power and Conflict

MIT'R? EvAINApIrsN

9

Leders1iip and Dec

1 sion-

Mki ng

Hall, Ch.

L.

Hall, Ch.

5

Lawrence and Lo:sah,

Hall, Ch, 6

Pondy (R'

Woodward,

pp.

1-67, (I)

Hall. Ch. 7

Lawrence and Thrsch.

17hars

.

3

,

4

,`/*

Hickson et. al. (P)

F

T

4

all

edler

Ch.

(R'

8

Mitchell et. al. (P)

0

---

Cn:crco

492--p r

3

D ART V 0N'EXtJAL VARIABLES

10

the Pnvirorment

11

TechnoloSy

Ha'1, (h. 10

Lawrenre and Lorsch, Ch. 6

Thompson, Ch..

6

(R)

Thompson, Chs.

4,5

(R)

Hunt (fi)

review Woodward, topic 7 above.

12

Goals

Hall,

ch.

3

PART

V ORGANIZATIONAL DESIGN

13

Classical Approaches

Lawrence

and

Lorsch,

Ch. 7

14

Humanistic Approaches

Leavitt

(R)

15

Contingency Approaches

Lawrence and

Lorsch,

ch.

8

16

Applications

Lawrence and

Lorsch, ch.

9

Hall,

ch. 11.

ED

r

H

:'

---

ECONOMICS 483

FALL SEMESTER, 1972

RADICAL PERSPECTIVES IN ECONOMICS

D. DeVORETZ

Purposes of the Course:

The primary intention of this course is to give the interested student

an appreciation and taste for contemporary radical economics. Of course, self-styled

radicals in economics have been around for at least 100 years in Western economic

thought. However, this course will limit its scope to contemporary radicals (i.e.

during the 1960's and 70's) or those who regardless of their era give us insight

into the problems which are of primary concern of radical economists. Moreover,

the course will limit itself to the four major problem areas:

Imperialism, resource

misallocation, income distribution, and inaldistribution of resources. Quite obviously

these topics evolve around the problem areas or inevitable manifestations of

,Capitalism. Hence, the potential student must have a firm theoretical understanding

0

of how these phenoneinon are explained by the more conservative or liberal theories

(i.e. Neo-classical and Keynesian theories) as well as the Marxian interpretation.

Once this common basis is established through readings and class efforts, then a

- critique of these views will be given in each of the announced problem

areas. Finally, when it seems appropriate or feasible each problem will be related

to the Canadian context.

Format: This may be the key component of the course. If the enrollment exceeds

15-20 then the course will be run on a quasi-seminar basis. The lecturer will try

to present the issue, provide background theory and then open the session to a

discussion of the radical critique. With less than 15 students a seminar format:

will be adhered to. Furthermore, one or more people will be responsible for a

certain sub-section of the course which they will choose in-the opening session

0

and enlighten the rest of the seminar when appropriate'.

• .2

---

-2-

Student evaluation: Unfortunately this will probably be the the least radical

• part of the course. I will require a paper on a subject area mutually chosen, a

couple of written examinations and aticulate class participation. The explicit

production function and the associate weights are:

(a)

Final paper (35%) due one week before the final examination date.

(b)

Final examination: a written examination with the questions known

in advance (35%).

(c)

Midterm (in class examination) (15%)

(d)

Class participation (15%)

Texts:

There is no one text which would adequately cover the range of topics

at the level of discussion that the class will carry. Thus, either

xeroxed articles or reserved books will be made available.

Office Hours: To be determined in the first class schedule. Note my current office

is A.Q. 6176 for present enquiries.

S

DDcV;dh

August 3, 1972

---

D. DeVorctz

S

Fall, 1972

SUGGESTED READINGS FOR ECONOMICS 483

RADICAL PERSPECTIVES

Note: Be sure to read starred selections (*)

Introduction and Overview:

* 1.

J. Robinson;

* 2.

N. Bronfonbrenner

3. A. Black

* 4. N.H. Watkins

*• 5. S.D. Clark

6.

K. Levitt

7.

K. Polanyi

8.

* 9. J. G. Gurley

10.

. Christoffel,

et a].

11.

R. Edwards et al

* 12.

L. Currie

* 13.

* 14.

P. Baran and P.

Sweezy

15. J. K. Galbraith

"The Second Crisis of Economic Theory",

A.E.R., (Nay 1972), Papers and Proceedings,

pp.

1-9.

"Radical Economics in America", J.E.L., (Sept. 1970),

Vol. VIII, No. 3.

pp.

747-766.

Radical's Guide to Economic Reality

N.Y.: Holt, Rinehart & Winston, 1970.

"Economics and Mystification", Journal of Canadian

Studies, (Feb. 1969), Vol. IV, No. 1. pp.55-59.

"The Limitations of Capitalist Enterprise in Canadian

Society", Chapter XXI in The Developing Canadian

Community, Toronto: University of Toronto Press, 1968

pp. 243-252.

The Silent Surrender, Chap. 2.

"Our Obsolete Market Mentality", in C. Dalton (Ed.)

Primitive, Archaic and Modern Economics: The Essays

of Karl Polanyi, N Y.: Doubleday, 1968

"The lbonomy As An Institutional Process", IBID.

"Capitalism; The Root of the Problem", in

T. Christoffel, Up Against The American Myth pp. 48-55.

"Economic Consequences of Corporate Capitalism",

in

U.A.A.M.

pp.

1-18.

"A Radical Approach to Economics", A.E.R., (May, 1970),

pp.

352-363. (N.B. read appendix on grades)

"Growth and Well Being" , D.E.C. Working Paper

1970, pp. 1-23.

"Economics and The Study of Well Being", D.E.C.

Discussion Paper (March, 1971).

Monopoly Capital, N.Y.: Monthly Review Press,

pp.

1 - 78.

New Industrial State,Chp. 1, and 2.

---

II Income Distribution; Theory; Facts, Roles of Wealth and Education and

Income Tax

* 1.

J. Robinson

"The Second

of Economic Theory", A.E.R.

Papers and Prc.dings, May, 1972

pp.

1-9.

* 2.

Eulers Theorem and the Problems of Distribution"

in Breit and Hochman (ed.), Readings in Micro-Economics

pp.

347-358.

* 3.

J. Schumpter

The Theory of Economic Development, Oxford University

Press, 1951. np. 128-211.

* 4.

J. Meade

Efficiency, Equality and the Ownership of Property,

Harvard University Press, 1965. Chp. I & 4,.

* 5.

J.R. Podoluk

Incomes of Canadians, Dominion Bureau of Statistics, 1968

Chp. 2, 8, 9, 10, 11.

* 6.

"The Use of the Tax System to Achieve Economic and Social

Objectives", Royal Commission on Taxation, Vol. 2,

Pp.

7-

17,

pp.

42-45. Chp. 6.

7. J. Porter

The Vertical Mosaic, Chp.

* 8. W.L. Hansen

"Income Distribution Effects of Higher Education",

A..E.R. Papers and Proceedings (May, 1970),

pp.

335-340.

9.

and

.

B.A. Weisbrod

.

Benefits, Costs and Finance of Public Higher Education,

Markham, 1969. pp.

10.

J. Spady

"Educational Mobility and Access:

Growth and Paradoxes",

American Journal of Sociology,

(November, 1967).

*11

.

S. S.

Bowles

"Unequal Education and the Reproduction of the Social

Division of Labor", in N. Carnoy (ed.) Schooling in

A Corporate Society, N.Y:

David McKay Co., 1972.

and R.R.P.E. Vol. 3, No. 4,

(Fall, 1971)

pp.

1-30.

*12

W.L. Hansen and B.

"The Distribution of Costs and Direct Benefits of Public

Weisbrod

Education", Journal of Human Resources,

(Spring, 1969).

13.

S.D. Clark

"Higher Education.and the New Men of Power in Society",

in The Developing Canadian Economy Clip. XVII.

14.

V. Perlo

"Peoples Capitalism and Stock Ownership",

A.E.R.

Vol. 48, No. 3.

(June, 1958),

pp.

333-347

15.

Real Poverty Report

pp.

*16.

J. K. Galbraith

New Industrial State, Chp.

11,

12, 13, & 14.

---

-3-

*II Resource Misallocation: Sexism; Racism and Discrimination; the Environment;

Military-Industrial Complex

1. N. Benston

"The Political Economy

of

Women's Liberation",

Monthly Review, Sept. 1964

* 2.

F.B. Weiskoff

Women's Place in the Labor Market", A.E.R. (May, 1972)

pp.

161-66

* 3.

C.D. Phelps

"Is the Household Obsolete", A.E.R. (May, 1972)

pp .

167-176.

* 4.

M.P. Goldberg

"The Economic Exploitation of Women", R.R.P.E.

Vol. II No. 1 (Spring, 1970)

* 5

H. Zeilner

"Discrimination Against Women.... ",A.E.R. (May 1971)

pp .

157-160.

* 6.Royal Commission Report "The Status of Women in Canada", in C.L. Boydell et al (ed.)

Critical Issues in Canadian Society

(Molt, Rinehart & Winsten, 1971)

pp.

340-356.

* 7.

S. Ostry

"The Female Worker in Cnada", (D.B.S. 1968) CENSUS

MONOGRAPH

* 8.

F.D. Lacasse

"Women at Home", Studies of The Royal Commission on the

Status of Women in Canada.

* 9 N. Davies and N. Reich "On the Relationship Between Sexism and Capitalism", in

R.C. Edwards et al (ed.), The Capitalist System,

pp .

345-356.

* 10. J. Jordan

"The Place of American Women", in D. Mermeistein ECONOMICS,

pp .

147-154.

* 11. P. Baran & P. Sweezy Monopoly Capital Chp. 9.

pp.

249-280.

12. N. Reich

"The Economics of Racism", in D.M. Gordon (ed.)

Probeims in Political Economy: An Urban Perspective (1970)

and in R. Edwards et al The Capitalist System

pp.

314-320

* 13. W.T. Stanbury, et al "B.C. Indians - Unemployment Rates", Manpower Review Pacific

Region, April, 1972 Vol. 5., No. 1.

* 14.

R. Franklin

* 15.

W. K. Tabb

.

"Traditional Macroeconomic Analysis of Racial Discrimination",

in P. Mermeistein (Ed.) Economics

pp.

117 - 126.

"Capitalism, Colonialism and Racism", R.R.P.E., Vol. 3,

No. 3. (Summer, 1971),

pp.

90-106.

---

-4-

16.

E. Chester

"Ecological Conflicts", R.R.P.E. (Summer, 1972)

W

pp. 110-119.

17.

Bluestone & Englend

"Ecology And Class Conflict", R.R.P.E., Vol. III,

No. 4. pp. 31-55.

* 18.

Hardcsty,Clement &

"Political Economy and Environmental Destruction",

Jencks

R.R.P.E. Vol. III. No. 4. pp. 82-102.

* 19.

C. Southworth

"Some Notes On The Political Economy of Pollution",

R.R.P.E. Vol. II. No. 2. (Summer

.

1970)

pp.

74-87.

20. P.Baran

Monopoly Capitrl,

pp.

178 - 217.

and P. Sweezy

IV IMPERIALISM:

* 1.

P. Baran

.

Political Economy of Growth, New York: Monthly

Review Press, 1957,

pp.

134-301.

* 2.

W.W. Rostow

The Stages of Economic Growth, Cambridge: 1963.

Chp. 1, 2, & 10.

. 3 •

P. Baran and

"The Stages of Economic Growth", in Kykios

E.J. Hobsbawn

Vol. 14. (1961), No. 2.

pp.

234-242.

* 4. J. G. Gurley

"Capitalist and Maoist

,

Economic Development",

Monthly Review, (Feb. 1971)

pp.

15-35.

5. A. C. Frank

Capitalism and Underdevelopment in Latin America

(Monthly Review Press, 1967)

* 6. S. Hymer

"The Efficiency (Contradictions) of MultiNational

Corporations" A.E.R. Papers & Proceedings (May, 1970)

pp.

441-448, and in G. Paquet, The Multi-National Firm and

Nation State

pp.

47-65.

*

7.

P.M. Sweezy and H.

Magdoff

"The Multi National Corporation", Monthly Review,

(2 pts.)

Oct. - Nov.

1969.

*

8.

I. Litvak et al

Dual Loyalty (Multi-National in Canada (McGraw-Hill, 1971)

pp. 20-35.(Chap. 4 - Appendix C. optional).

9.

R.D. Wolff

"Modern Imperialism: The View From The Metropolis",

A.E.R. May,

1970,

pp.

225-280.

10.

T. Dos Santos

The Structure of Dependence", A.E.R.

(Nay,

1970),

pp.

221-

236.

* '

11.

II. Nagdoff

"Militarism and Imperialism" A.E.R. (Nay, 1970),

pp.

237-242; Discussion

pp.

243-246

---

5.

12.

ll.G. Johnson

"The Political Economy of Opulence in the Canadian

Quandry" Toronto: McGraw-Hill, 1963.

. 26-252.

13.

K. Levitt

Silent Surrender Op. ct.

.. , .+ and 6.

14.

G. Paquet

The Multi National Firm and the Nation State Pts. 1 & 4.

* 15. R. Shearer, J.H. Young Trade Liberalization and a Rgional Economy (University

and G.R. Munro

of Toronto Press, 19

1

)

,

. 175-203.

* ](

D. DeVoretz

"Review of Trade Liberaj.ization........

li

Journal of

.B.C. Studies No. 11,

pp.

79-84.

17. R. Vernon

"Multi-Nation-.,l Enterprise & Nationc.i Sovereignity",

Harvard Business Review, (March-April, 1967).

* 18.

"Dependency and Foreign Domination in the Third World",

R.R.P.E., (Spring, 1972) Vol. IV. No. 1.

pp.

1-70 &

77 - 108 (especially).

VI HAL-DISTRIBUTION OF RESOURCES: Growth; Public or Private Goals

" 1. L. Currie

"Growth and Well Being", D.E.C. Discussion Paper (1970)

2.

J.

Schumpter

The Theory of Economic Development, OP. CIT.

pp.

57 - 128.

0

3. P

Baran

The Political Economy of Growth,

OP. CIT., Chps. 2-4.

*

4..

T.

Weisskoph.

"The Problem of Surplus Absorption in a Capitalist

Society" in The Capitalist System Op. Cit.

pp.

364-371.

*

5.

P.

Baran & P. Sweezy

Monopoly Capital, Op.Cit.,

pp.

79-217.

*.

6.

J.K. Galbraith

The New Industiral State, Boston: Houghtn Mifflin Co.

1967.

*

7.

K.

Levitt

Silent Surrender

Op.Cit.

Chp. 5 and 6.

*

8.

G.

Paquet

OP., CIT.

Part 3

pp. 95 - 126.

9.

D. Nermeistein

"The New Industrial State", in Economics

pp.

487 - 547.

10.

R. F. Mikesell

"Decisive Factors in the Flow of American Direct

Investment to Europe", Economica Internainale (Au3. 1967).

---

SiMON FRASER UNIVERSITY

MEMORANDUM

D. Sullivan, Dean

G.M. Newman, Chairman

To

.

................................................................................................................................

.From ............................ .........................................................................................

Faculty of Arts

Department of English

i

Special Topics and Directed Studies

September 18, 1972

Subiect......................................................................................

Date ................... .................................. ........... .. ........... ........

......

In response to your memorandum of the 23rd August, I am

forwarding descriptions of courses being given by this department in

the areas of special studies, directed studies, directed reading and

directed research at both the graduate and undergraduate levels. The

descriptions are not absolutely complete because a number of students,

owing to the still-remaining awkwardnesses in the registration system,

have not yet found sponsors for their courses. This irregularity,

not an extensive one, seems to occur at this time of the year. Normally

students in this department are not permitted to register in one of these

courses until they have received a signed statement from the instructor

involved, and I have authorized the instructor to accept the course as

part of his teaching load. This system of permission and authorization

will, I hope, in a short time become absolute.

I should like to add one final comment concerning any disparity

between the number of credits and the number of contact hours. Without

elaborating at this time I am quite clear in my own mind that the exact,

or nearly exact, correspondence required for normally scheduled courses

is neither necessary nor in many instances even desirable. The attitude

I have just expressed may also be applied to booklists prepared in

advance of the

being given. Frequently a fundamental part of

the instruction method involves the searching out of material to be

studied.

Finally I should like to mention that, should further surveys

of this kind be undertaken, a different form will be devised, one which

will allow for a neater laying out of the course outline and content.

It is my hope also that any-future surveys will take place not quite so

close to the beginning of agiven trimester.

-• G.M. Newman

/cr

Loffithe

Dean

8I

.

•1

---

0

DEPARTMENT OF ENGLISH

72-3 special Topics and Directed Studies Courses

Course

Numbers

Course Descriptions ,'ø&

Faculty

Members 6.

Subjects /

C'or

Projected Number of Students in this courses e'&'

Method of Instructions

I

AJ

't

Contact

hauras 2 c

f

Outlines

c-'-'

,742t

3dlZ ) , .

Z.

Syllabus $

.

Reading Lists

3tI

0

---

S

DEPARTMENT OF ENGLISH

72-3

Special Topics and Directed

Studies Courses

Course

Numbers

t 4-t- j

.

(442.

Course Descriptions

1

a^^tsA

Faculty Members

(1.

Subjects

Projected

.Number

of

Students in this course:

Method

of

Instructions

4•••

c'°

4LC4

Contact

hours,

Outlines

syllabus

$

5

Pending

Lists

C

SLLZt4&

,f .4---

---

S

DEPA2NT OF

72-3 Special Topics and Directed Studies Courses

Course Numbers

L7

-

A

I

C

413

Course Descriptions

cz).

Faculty Members

?b.

Subjects

11L-,

'''

Projected Number of Students in this courses

Method of Instructions

Contact hour.s 2

Outlines

o'so ..Z ,

r

(,f

c-

6-l4Ad(4o-

Syllabus a

17t

Reading Lists

Lists

•I.%(

-'

_

,

azJ

4CJp.

ia

oji

-z

S

---

S

EBPAIINT OF ENGLISH

72-3 Special Topics and Directed Studies Courses

Course Number,

C-

44a,41sw

Course Descriptions

Faculty Members

subjects

Projected

Projected

Naber of Students

in this course, c'ê

Method

Contact

of

houras

Instxuctjon*

'7)i

t $O

I

7

Outlines

Syllabus,

,.

c

Reading

List:

&'

S

---

.

DEPAIIT OF

72-3 Special Topics and Directed Studies Courses

course Numbers

Course Descriptions

Faculty Members

qr24p5

,eVV4w

Subject:

£

Projected Number of $tudte in this course:

,t'ø

method of Instructiont

7"'

contact hours$

c (,4'-a1 c)

Outline

$

syllabus

lip)7)/4(

Rending Lists

1•

.

1

---

0

DEPAR1'NT OF ENGLISH

72-3 Special. Topics and Directed Studies Course.

Course Number,

£,V6.'/5#

4'91-3

Course Description,AoAPeoegs

Faculty Menbezs

p.

57ic.'.(

Subject, C,4',

iY41

U

Projected Number of Students in

this courses i.'e

Method

of Instruction,

i

Contact hour.,

/ 74e s

O(9Vl

.,

Outlines

/

j-r-

c . L

-

Ct7

C

dr)7

Syllabus,

My

/ (

J)

Reading Lists

/

/

74,n

C44

7

1ti

/

4$ /L

36

ii .

C

PZ

1

r

C q

S

en

o C&

I

r1' 14e 7.2-

3 .rc

*

s3y

C

C

rrv\fLe4 .

2c.

49a4 %'&

---

DEPAIL'NENT OF ENGLISH

72-3 Special Topics and Directed Studies Courses

Course Numbers

q-.g

Course Descriptions

111

Faculty Members

Subjects

Projected .Nnnber of Students in this courses

Method of instructions

S

c C

Contact hours

£-

Outlines

p

i

- C

f

".

v

r

t--

)

Ii

'.'-'--5

D'

3

Syllabus

$

Reading

Lists

1.%NlL A!--,

5r5(

flOVtJ3

1jb%,t

'1-r

0

---

DEPMWNT OF

ENGLISH

72-3 Special Topics and Directed Studies Courses

Course Numbers

v1y6A1.5,v

4/9l

Course Descriptions

sc

,

5g4y

Faculty Members

, t

v

.

57e,;.

Subjects

-J

Projected Number of Students

in this course, c.-t''

Method

3 - r

_ Q,. [

r

" k

-

contact sourss

p

1-r

w't)<

(

elk,

vy''

vv )

J

I

k

0 A 0

Outlines

tit

tC.t9r,n',f)

Syl

l.b.s

5d,et X v

,iI).

v-.y'it,

d

ii&it,s

S

Reading Liats

\ M

- '-

C,

d

i'

-'

hA

i)

c°"-

•ñii•° )iez_

O

.

-4-4

e%

---

S

CEPAINT OF ENwIn

72-3 Special Topics and Directed Studies Courses

Course Numbers £,v /5,y .400V1-

Course Description:

1,rnc'r1r)

OV

Faculty Member:

Subject:

Projected Number of Students in this courses

Method of Instructions Individual instruction and directed reading

•

Contact hours:

Not yet settled (student in Chilliwack still)

outlines

Selected readings in Can. Lit. for a student who has

done Eng. 416.

Syllabus:

8 books as below plus other reading

Rending Lists

,

Stead, Grain

Frances Brooke, The History of Emily Montague

Grove, Fruits of the Earth

Roy, The in Flute

lAacLennan, Barometer Rising

Susanna Moodie, R

oughing

I

t in the Bush

Plus other reading to be assigned.

(I gave the student the above list June 14 so she could

be doing reading ahead of time. I wrote her several

weeks ago to arrange a meeting but have not yet heard

back, so presume she is still away working at a job.

The above list, therefore, is still a partial one.)

'P,t6

---

DEPAXMENT OF ENGLISH

723 Special Topics and Directed Studies Courses

Course Nmzberi

£v,r,V 4W?

-3

Course Descriptions

p,gpL-,

nv- if

Faculty Members p

Subjects

41ifi

G

Projected Number of Students in this course:

Owkp

Method of Instructions

English 466 seminars

Contact hours:

As above

Outlines

English 466

seminars plus

other

'eading

Syllabus:

Same as English 466.

Reading Lists

Same

as

English 416 for 72-3, with possible

additions for the special needs of these

two visitors from an American university.

NOTE: In 72-2 I was asked by the English Dept., through

Mr. Ken Conibear, to give a directed reading course to

these two visitors from University of Redlands, two of

the three units for this course to be given for attending

my English 466 seminars. I agreed to do this.

As my first seminar is not until Sept. 13

I

have not

yet met these two students.

When

I do I shall arrange

with them what will

be done

for the third

unit, and I

Imagine

it will be additional reading under my direction.

447J44

'33tI/

It

---

0

DEPARTMENT OF ENGLISH

72-3 Special Topic. and Directed Studio. Courses

Course Number,

Cv,',j

'

f9, -

Course Description,

Faculty members

Subjects

cv ,,,'

Projected Number of Students in this course: OA'-'

directed reading,

a -

"

3 to 1970's,

and has

ñàihors.

W

Roadin9 List:

Thomas MeCulloch,

' I

he Stepsure etters;

John ichardson, Wacousta; Thos. Haliburton, The

Clockmaker; Susanna Moodie, toughing It in the Bush;

Win. Kirby, The Golden

Dog;

Ralph Corinor, Black Rock;

Stephen

L

eacock, Sunshine Sketches of a Little Town;

Robert Stead, Grain; Morley Callaghan Such is My,,

Beloved; Frederick Grove, Settlers of the Marsh, he

Fruits of theEarth, The 'aster of the Mill; Sinclair

Ross, As for e and My House; Hugh;MacLennan, Barometer

Rising,Two

S

olitudes, Each Man's Son; W.O. Mitchell, Who

Has Seen the Wind; Paul Hiebert, Sarah Bfnks; Earle

Birney, Turvey; Edward

M

cCourt, Music at the Close,

Howe is the Stranger, and The Wooden Sword; Ethel Wilson,

Swamp Angel; Gabrielle Roy, The Tinx Flute, The Cashier,

Where Nests the Water Hen, and Windflower; Mordecai Richler,

The Apprenticeship of

D

uddy

K

ravitz; Sheila Watson, The

Double Hook; Ernest Buckler, The Mountain and the Valley;

Margaret Laurence, The Stone Angel,and A

J

est of God;

Margaret Atwood, The Edible Woman Jock Carroll, The

Shy Photographer; Leonard Cohen,

t

he Favorite Game;

Robertson Dacies, The Fifth

b

usinessi James deMille, The

Strange Manuscript Found in a Copper Cyxlinder Total,

36 books by 27 authors.

.

I have had two meetings with the student and 'one with

rof. Elliott on this list and the above is now the final list.)

Method of Instruction:

Individual instruction and

Contact hours:

Alternate Thursdays at 1:30 p.m.

Outline:

A survey of

C

anadian Literature, 1$20'

adjusted to fact student has taken English-416_

syllabus: 36 books.

nterests

';;Iaele./;;j

---

DEPARTMENT OF ENGLISH

72-3 Special Topics and Directed Studies Courses

4r44

Course Number:

Course Description:

01,Q6c/

#9

-.c"

1).'&c?ô

Faculty

Member

,9.

c7S't)

Subject,

E#'r'e,t.'

-..JTL

i- 14'v%

P14VW04A

Projected Number of Students in this course:

Method of Instructions

'°'

''•'4m (

?fl"i

I

Contact hours:

-2 -

ft

outline:i

c4i

C)

/,

syll&us

$

'-'

+-

c

i'-r-

C(T?d11-.

Reading List:

7741 J

.0

7k1

"A-f

1'.1',

,

:

-

•7

f.ePbnr

ODt-'-,

Ø91OJb4

Rarnj

.

1

.

/

I

Qrr

ci'.

ø1 1

---

.

DEPAfflNT OF

ENGLISH

72-3 Special Topics and Directed Studio. Courses

Course Numbers

c',',..

j

z'

4'V2-

A

Course Descriptions

01A'ec7co

1Oi

9

4 , 4

I Ø/ACC 1ØO S'ô

8

Faculty Members 6'

6t 7

Subjects

c.3ie'l

Projected Number of Students in this courses

Method of Instructions 21'i

J4

P44

Contact )curss

2 —

2

Outlines

ç 41

t.

0f

)L

j

.

Syllabus $

jAA 4s..

c

U

L

(.

%

Rending Lists

22 €

c

i

---

.DEPARTMENT OF

723 Spacial Topic. and Mr.ct.d Studies Course.

Course Numbers

Course Descriptions

Faculty Meithers

.

Subjects

Lt..u3C

Projected Nisnber of Stuts in

this cavrs.s I

Method of Thatruation

-

'

CO1TSC

,

-

(ç1

k(j

Outlines

Syllabus s

Râdinq Lists

t ,

7 - C Z.-

',-

F&ø7

---

DZF;XWX33NT OF EGLXSH

72-3 Special Topics and Directed Studies Courses

Course Number,

"6d11.e

Course Description:

//O41491I'S

IcS,,'y

Faculty Members /'/ '',9C

Subject:

Projected Number of Students in this course:

o,v

Method of Instruction:

44 -

Contact hours, -

Outlines

Syllabus:

Reading List:

ts-

.

q

---

DEPARTMENT OF ENGLISH

72-3 Special Topics and Directed Studios Courses

Course Number,

.E,VCd16'.

+'fs- s

Course Descriptions

"y

Faculty Member,

Subjects

Projected Number of Students in this courses

0-0

,

c -

Method of Instruction,

Contact hour.,

Lx

Outline,

Syllebuss

Rending Lists

•

4

,;4ac•

I

---

]DEPARTMENT OF ENGLISH

72-3 Special Topics and Directed Studies Course.

Course Number: 1G#

4O

I

Course Descriptions S/4

4

1

c

C

Faculty members

£3.

4fE(J/rr

Subject:

C

i..1okwi4sr1I Z IT'E(?4Tc'Q 40S77

7

44(4

a

ñEI4/

E4d1YO

Projected Number of Students in this course:

- if s -

Method of

Instructions

Z z .e.'

a.,td

+iit4

• Contact hours:

Outlines

•

syu.auas

Reeding Lists)

---

Fall 1972

English 420-470

B. H. Nesbitt

Commonwealth Literature:

Australia and New Zealand

A comparative stud7 of Australian and New Zealand

literature, with

special emphasis on twentieth-century fiction

and poetry and the emergence of differing national literary

traditions.

Text a

David Campbell. ed.

Modern Australian Poetry

Vincent

O'Sullivan,

ed. 1entieth Centur y

New Zealand Poetry

Janet Frame

Faces in the Water

Patrick White

The Aunt's Story

Xavier Herbert

Capricornia

Walter Murdoch and H. DrakeBrockman, eds.

Australian, Short

Stories, lot series

S. Ashton-Warner

Spinster

Examination

None. Final standings will be determined by a major term paper

and seminar participation.

English 470 -

B. H.

Nesbitt

Recommended suggestions for reading, together with seminar

progranmes,,wL11 be discussed in the first seminars during

the week of

1115 September.

.

0•

---

.

.

DEPARTMENT OF ENGLISH

72-3 Special Topics and Directed Studies Courses

Course Number ( t) ( Lt'H

4 1

Course Descriptions

Faculty Members (

Subject

sA4J L-(TkTj

('roD,

)

Projected Number of Students in this courses C)

Method of Instructions

Contact Iuras

Outlines

Syllebuss

4j( (

Rending Lists

S

C

---

I

S

DEPARTMENT OF ENGLISH

72-3 Special Topics and Directed Studies Courses

Course Numbers

\

Course Descriptions

EiO)O6

C7L-O

Faculty Member

Members

13.

Ne' tt

Subjects

-1

ru

Projected Number of Students in this course:

Method of Instructions

4ri4p'

p(#f1

Contact hours: \

Outlines

"t

•

Syllabus:

)

II

Reading Lists

3

LI

S

(,4Js4J0I 130Aan'

---

DEPAfflMENT OF ENGLISH

72-3 Special Topic. and Directed Studies Courses

Course Number,

(NG-L,t-

Couree Descriptions

-Q&çc, (:,fA

IE',',

Faculty Member .

N) -, \

j-

Subjects

THEE

OP

4OIar

Projected Number of Students in this courses Ov'.L

Method of Instructions

Contact hourst

Outlines

il

;,,' m

•

Syllabuas

Reading Lists

4-

ii r

(,#,j

4tc4

/k

hQ n ' s.

---

'p

'I

I,

CPAENT

Or SNOLISM

72 .

3 Special Topic. and Directed Studies Courses

k

•-. 1,

•

':

'

' I,

¶

:.

•1•,

:

•i•. t•,

pP

Course Humbert

£'V4/5W 9*'.'— 9

Course Descriptions

p,flec/

S7uoe5

-9

Faculty Members

.

1s)f'ct)

Subjects

,t/t

Projected Number of Students in this courses os'

Method of Instru

_

.

Contact rat

/

1

Outlines

Starting with ext.nsive reading in Henry James' criticism,

the student will proceed to more recent theoretical writings

Syllabus:

on the novel form, including Lubbock, Booth, Frye, and various

shorter essays. In the process, the

student is expected to

sMing Lists discover

and follow reading

interests Of his own in the area.

Tentative:

James

The Art of Fiction (th

Laces)

'

Literary Reviews and Essays

Notes on Novelists

Lubbock The Craft of Fiction

Booth

The Rhetoric of Fiction

•

Fry.

Anatomy of Criticism

Shor.r Technique as

Discovery

Jan. Austin and the Matrix of Analogy

Crane

The Plot of Tom Jon..

•

Aldridge Critique, and

Essays

on K.d.rn Fiction

0

---

0

DEPAR TMENT

OF

ENGLISH

72-3

Special

Topics and Directed Studio. Courses

Course

Numbers

Course

Descriptions

,

d

''O'L5

B

Faculty Members

,7

4

Subject:

4)

tJ4#1

Projected Number

of Students in

this course:

met

ho

d of Instruction:

5Iii.#

CCøSO;

gAs*4iI';

Contact

hours:

a

M44ei,

3

,

5 0

44)

L4?c

I*J3I

Outlines

7

Syllabus:

SDi4A&

(t41S.

..

Reading Li.t

p

r

p,.

(t i

er

)tJb OA4

0J

€ a

r R oo((

CW.,d

" Cor ,^".

uo)

___

Jaa

,k44WM.64t1C.

cIIt41f

(45'4)

Las.

M004,

M44 6

4

s4

M.O

44C.4Wr

'4'

a*caai

a.

-4

C,: M"%&44Q.b.f, Q'

to4i'Pf

wc

4M444

4

U

(aot

v's

---

S

DEPARTMENT

OF

ENGLISH

72-3 Special Topics and Directed Studies

Courses

Course Number,

£, V

64,5y

4'+'3 -

a-. '

d

'sn-

'4

Course Description:

'c € 7eo

,.9

•a'

?ZÔ

1eo,114e

4

Faculty Member: r

Subject:

Nt,,'

.

Projected

Number

of

Students

in this course:

eve

Method

of

Instruction, Jt4AWi

.(JCWJ

ti;

4a4iLwf; 4T/',

Contact

hours:

m

o

f(i.tst.

C3I .

S

Cwt) L4FSm

Outlines

a(..

MiIt

4ptj

t5

Jkf&^J

)&MAC

9 Syllabus:

Reeding List:

esie, a..'.

&PACO

li& C7, ((q7o)

6& P.n4b

6

6w&

fff*JDL.LDfP •

i

C(a.ç

ta.4

i

i__ C

'

kec.tóc,

(3o)

1Aibt4*%

4mt,

r 4

.

C

'1J4)

j.

MOO6,

vt

Q.,

atsf)

&

Itij t4tboA

46V

4..dracc'd,.,1t

cL42

*4

JCW

'goy,

AVA

eA;c9.

444

k4.

& GiL

a.j1.4P6'4

có(,

---

0

DEPARTMENT OF ENGLISH

72-3

Special Topics and

Directed Studies Course.

Course Number: 44/

.

J

c

-94

Course Description

.4

cY ('

Faculty Members

. S.

IjXJtr4

Subjects

Cfj

Projected Number of Students in

this course:

IMethod of

instructionI'the A

reading course in modern Canadian fictioi

with emphasis

modern novel in English and French

I

LcontaCt hours:

,

ednesday

L

:

9:30 - 10:30

Outline a

CTutoriels,

book reports and a term paper required

•

Syllabus:

as

below

Reeding List:

(subject to possible chahge)

Gabrielle Roy , The Cashier , The Tin

Flute

Ernest Buckler,. The Mountain and The Valley

Margaret Laurence, The Stone Angel

Mare-Cã&ire Blais, A

Season In the Life of Emanuel

Leonard Cohen , The Favorite Game

Beautiful Losers

Roch

C

arrier , La Guerre, Yes Sir! , Floralie Where Are You?

Dave Godfrey , Death Goes Better With Coco-Cola

James

McNamee

,Them

Dam Canadians RUng

Louis Riel

•

I,.

Ile

---

S

DEPARTMENT OF ENGLISH

72-3 Special Topics and Directed Studies Courses

Course Number:

£,VA ,.,v

qq, -,

-

Course Description:

01,V6,

c

r

ep

,9

8

Faculty Members S.

Subjects

,'4'

Projected Nmiber of Students in this course:

Method of Instruction:

Tutorials , book reports and a term paper.

Contact hours:

Wednesdays : 11:30 - 1:

30

Outline:

k

reading course in modern Canadian fiction. Boolç

reports and a term paper required.

Syllabus s

(

as below)

Reading List:

Initial List

Frederick Phthllip

Grove

Fruits of the Earth

Ernest

Buckler

The Mountain and the Valley

Gabrielle

Roy

Where Nests the Water Hen

The Tin Flute

Margaret Laurence

A Jest of God

The Stone Angel

Margaret Atwood

The Edible Woman

Roch

Carrier

Floralie.Where Are You?

Sinclair Ross

As For Me And My House

Leonard Cbhen

Beautiful Losers

0

---

SDEPARTMENT

OF ENGLISH

72-3 Special Topics and Directed Studies Courses

Course Numbers

Course Description:

Faculty Member:

Subjects

Projected Number of Students

in this coure:

Method of Instruction:

Seminar (Discussion between Mr. Lambin & me about his

readings; presentation of formal essays on

his

Contact hours:

C.

2 weekly

*

topic,including papers bearing

on

his subject

even tangentially for other courses.)

Outlines

i.

Readings

in

(a) Maritain and (b)

Gilson

to relate their ontolo4es to (1) creativity and (2)

aesthetics

•

Syllabus

I

Elaborating a

Poetics on the basis of (I).

III."Testing" this

poetics on 'writers avowedly influenced by

Reading List:

scholasticism.

Various 'works of Gilson (e.g. Dante & Philosophy)

" Maritain (esp. Art & Scholasticin and

Creative Intuition)

Some of the prose of Th.

Merton,

but mostly his poetry

and most particularly

his

later 'work

(Raids on the Unsneakable, Cables to the Ace

The Geo g

r ph

y

of Loraire)

Pertinent critical studies (e.g.,

S. Campbell, The Poetry

LTkicmas Merton)

S

J

---

SDEPA RT MENT

OF

ENGLISH

72-3

Special Topics and Directed

Studies

Courses

Course

Number:

/9#_

Course

Descriptions 01,o p

rdeo

S'ôi

ñ

Faculty M

em

bers ..7

c*,-1

Subjects

/

lJoMer

4 - c

Projected Number

of

Students

in this

course,

,s/i?

Method

of

Instructions

Tt/Thi,L'

.

,

)°

Contact hours:

---$01

,LLL7

Outlines

7

(XQ{ -tQr'l

0

•

Syllabus:

Reading List:

(Ithr1flL')

I-leccthy1ut

V•Li"I

/

S

(a4

/400^ew .

---

0

DEPARTMENT

OF

ENGLISH

72-3

Special

Topics and Directed Studies Courses

Course

Numbers

v

.2

4

Course

Description:

a

Faculty Members If

Subjects 6

Jcricy

Projected Number

of Students in

this courses

av-

Al

Met

ho

d of

Instructions

A '

c

'teo

•

I

AO"

Contact

hours:

4%.AIV%4

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Outlines A.

a

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Syllabus

Reading Li

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DEPARTMENT OF ENGLISH

72-3

Special Topics and Directed Studies Courses

Course Numbers

£W

g

a.d

.".c...v

*' -

Course Descriptions

Faculty Members

4'

.

d4&1,

Subjects

O, CO

flJ

,44y

Projected Number of Students in th

is

courses c".'

.

Method of Instructions

1

(Jv

'.AJAAAWj .

Contact hours:

4

,pOcj

Outlines

c,LL

Syllabus:

•: "

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Reading Lists

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DEPARTMENT

OF

ENGLISH

72-3

Special Topics and Directed Studies Courses

Course

Number

£N

,s

'- -

It

Course

Descriptions

//v

Faculty Members W. 8-,'

Subjects

£c1/ii4,.n 8'd9ArI?

Projected Number of Students in this courses

O414

Method of Instructions

h

" 44

4AIA

'V

Contact hours:

Outlines

1.44LJ

I4AØ9

'"4

Syllebees

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DEPART

ME NT

OF ENGLISH

72-3

Special

Topics

and

Directed Studies Courses

Course Numbers

£fi6413N

9+'4'- 2

Course Descriptions

P/1e

ov

Faculty Members

,q

8'95fq

Subjects

my//#aLd,,,4

8ñc,r6,',,.#03

Projected Number

of

St u

de

nts

in

this courses

Method

of

Instructions

I

'

c.ciZsi

yL.vu

.

lji-tA/t.4j

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%L

Outlines

r

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vv

rv)

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Lists

3

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.

DEPARINT OF ENGLISH

723 Special Topic. and Directed Studies Courses

Course NumbersV,ç,',' qy

Course Descriptions

4

Faculty Nether: p.

Subject:

4r'c

.

t'

IC,J

Projected Number of Students in this course: o.'"

Method of Instructions

individual tutorial

Contact hours:

approx. 12

.

Zww-

Outlines

flOfle

.

Rending Lists

student is no recdin

g

the foliating--

Syllabus: to be

determined.

Formal research paper tocomplete

the course.

Fu1kner, Light in August

Roth, Goodbye Columbus

West, Miss Lonely Hearts

Wright, Native Son

.

4e

-øk'

---

0

DEPAIENT OF ENGLISH

72-3 Special Topics and Directed Studies Course.

Course Number: 4'

T4

3

Course Description:

4

Faculty Member:

Subjects

Projected

- € Z,w (Z4edZ)

Projected Number of Students in this course: o-a.-

method of Instruction: individual tutorial

Contact hours: approx. 12

Outline;

none

Syllabus: to be determined. Formal research paper to complete

the course.

Reading List:

Forster, Aspects of the Novel

Room With a View

Howarda End

Passage

to India

Lawrence, The Rainbow

Women in love

---

.

DEPAfl'NT OF ENGLISH

72-3 Special Topics aM DikactM Studies Course.

Course Number,

&L5

Course Descriptions

bpC;rt)

Faculty

member

P. At- -'"

Subjects

PM 'C'J 'WT.)

c1io

Projetted .Thaber cC Stdbte in

We

i.s O

meth o d

of InstrctianI

individualtutorja].

Contact hoursi appro,

ia .d..'w7 &w2

Outlines none

Syllauas to be determined. Formal research paper to complete

the

course.

Reeding Lists

Works of short fiction by Poe, Hawthorne,

Bieroe, E.T.A.

Hoffmann

---

DEPARTMENT OF ENGLISH

72-3 Special Topic. and Directed Studio. Course.

Course Numbers

L44

Course Descriptions

b

EC.. t

Tj

Faculty Members

.Subject

sL

pçoe.-) çç

.

-ç

E-'

t.4

-'

Projected.Number of Students in this courses

Method of Instructions

tndiviival tutorial

Contact hours:

approx. la

Outlines

none

•

Syllabus:

to be determined. Formal research paper to complete

the course

Reading

List:

Wor]ça of student's choice in field of politico

and/or sociology.

lawrence, Seleotina from Phoenix

Womem in Love

0

.

.

•1

1ob 7(-

---

S

DEPARTMENT OF ENGLISH

72 .

3 Special Topics and Directed Studies Courses

Course Number:

N15,Y 3'9(- g

Course Description:

Faculty Members

.

Sub

j

ec

t

s

49 '

Projected Number of Students in this courses oe

Method of Instructions

weekly

sezninrs.

Contact hires

ti 'r

i•r

Outline:

' stident brings a

p

repared essay, consisting

of

resume' of works reads

plus comments; we discuss this essay.

Syllabus:

S

Needing List: Kant,

4udnent;

Wittgenstein, rctactus,

•

4 .'4..4

ZPri4a

7tGtf

I.A. Richards,

Princi

p

les

of Literar y

Criticism and Practical Criticism; Hester,

Ph.d.

thesis on Aesthetics; and in

bW general, azq relevant critical

work.

S

---

SiMON FRASER UNIVERSITY

MEMORANDUM

D

.Ji ...... Sullivan ........................................................................ .

From ...... L.E.....

Eliot .-Hurst

........ D.ean., .... Faculty .... of Arts ......................... . ................ ..

ChaIrman.,....Geography. ...Departmen.t...

Subject .......

Special ... Topics ..... 8 .... Directed ....................... .

Date .......

September .... 1.5,19.7.2.. ............................ ..............

Studies, your memo 23/8/72

Please find attached a summary of our 04/405 Directed

Readings courses as currently enrolled this Fall Semester.

Permission to take "Directed Readings" courses follows

two avenues:

(a)

a student may approach the undergraduate advisor

and an individual faculty member for permission

and agreement to take an individual directed

readings course. Consent of both faculty members

Is needed.

(b)

a faculty member may approach the

.

Department

Undergraduate Studies Committee to run a Directed

Readings course in a future semester. If.permission

is given, the fact that such a

readings course is to

be offered Is advertised.

MEEH:bs

Encl.

1 .

IOffice of the Dean

SEP18 1972

Faculty of Arts

.

.

---

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---

Simon Fraser University

Geography 404-2

Department of Geography

E. J Hickin

Fall Semester 1972

Student: Daryl Wayne Drew

Course Outline:

1.

Pattern of world climatic change

2.

Pattern of world glaciation

3. Glaciation in North America

4. Literature review - glaciation

in

the B. C. Lower Mainland

5.

Problems of glacial chronology in B. C.

Reading List (Key references only)

Class times: Tuesdays, 2 p.m.

P.m. 7130.

Method of Instruction: (a) Informal discussion

(I,)

Supervised literature search

(c) Term paper

.

---

Armstrong, J.

E., 1960, Surficial geology of the Sumas map-area, B.C.:

•

Geol. Survey Canada Paper 59-9, 27 p.

Arms trong, J. E. &

Brown, V. L,, 1954

Late Wisconsin marine drift and associated sediments

of the Lower Fraser V4lley, B. C.

Canada:

Geol. Soc.

America Bull.,

pp. 349-364.

Armstrong, J.E.,

Late Pleistocene stratigraphy and chronology in S.W.

Crandell, D.R,

British Columbia & N. W. Washington:

Geol. Soc.

Easterbrook, D.J. &

America Bull., v. 76,

pp.

321-330.

Noble, J.B., 1965

Crandell, D.R., 1963

Surficlal geology and geomorphology, Lake Taffs Quad.,

Washington:

U.S. Geol. Survey Paper 388-A.

Crandell, D. R. 1965

The glacial history of Western Washington and Oregon:

The Quaternary of the United States, H. E. Wright et al

(eds.) P.U. Press.

Crandell, D.R., Mullineann,

& Waldron, H.H., 1958

Pleistocene sequence in southeastern part of the Puget

South Lowland, Washington: Amer. Journ. Science,

v. 256.

Easterbrook, D.J. 1963,

Late Pleistocene glacial events and relative sea-level

•

changes in Northern Puget Lowland, Washington: Geol.

Soc. America Bull., v. 74,

pp.

1465-1484.

Easterbrook, D.J., 1966

Glaciomarine environments and the Fraser glaciation in

Northwest Washington: Guidebook for 1st Annual Field

Conference, Pacific Coast Section, Friends of the

Pleistocene.

Easterbrook, D. J. 1966

Radiocarbon chronology of Late Pleistocene deposits in

N.W Washington: Science, Vol. 152,

pp.

764-767.

Flint, R. F.

1957

Glacial and Pleistocene Geology and references therein.

Frye, J.C. 1968

Definition of Wisconsin Stage: U.S. Geol. Survey Bull.

1274-E.

Hansen, M.P. 1947

Postglacial forest succession, climate, and chronology

in the Pacific Northwest: Amer. Phil. Soc. Trans.,

Huesso, C.J., 1960

Late Pleistocene environments of North Pacific North

America: Amer. Geog. Soc., Spec. Pub. No. 35, 248 p.

Mathews, W.A. 1951

Historic and prehistoric fluctuations of alpine glaciers

in Southwestern British Coluithia: Journ. of Geol.,

vol. 58.

• Mullineann, D.R., Waldron,,, Stratigraphy & chronology of late interglacial & early

H.H. & Rubin, M. 1965

Vashon glacial time in the Seattle

. irea, Washington:

U.S. Geol. Survey Bull. 1194-0,

pp.

1-10.

0 0 .

2

---

Reading List 404-2

-2-

Richmond, G.M. 1957

Three Pre-Wisconsin glacial stages in the Rocky Mts.

Region: Geol. Soc. Amer.

Bull.

vol. 68, pp. 239-262.

Roberts, M.C. £ Mark,D.M.,

1971

Use of trend surfaces in till fabric analysis: Reply:

Canadian Journal of Earth Sciences, vol. 8, No. 9,

pp.

1167-1169.

Roberts, M.C.

Li

Mark,D.M., The use of trend surfaces in till fabric analysis:

1970

Canadian Journ. Earth Sciences, vol. 7, No. 4, pp. 1179-1184.

Wright, LE., 1961

Late Pleistocene Climate of Europe; A review:

Bull.

Geol. Soc. America, vol. 72,pp. 933-83.

Sthwarthath, 14., 1963

Climates of the Past

0

---

.

Simon Fraser University

Geography 405-4

Department of Geography

F. F. Cunningham

Fall Semester 1972

1.

An original survey of Pleistocene Valley Trains, Deltas, and Terraces of

the Bridge River Valley, British Columbia.

The purpose is to formulate a sequer e of and postulate origins for the

deltas and terraces which are a major feature of the Valley. Study will

be within the lower 60 miles of the Bridge River as the upper 30 is

impounded as a reservoir, and will concentrate on a tratigraphy.

2.

Contact hours involved - 1 hr. contact per week to check on readings and

consider field progress. Field trip.

3.

Method of Instruction - Readings, Discussion, Field Work. (student will

spend a minimum of 7 field days), Term paper.

.

4. One student viz: M.S.P. Kennedy 72100-4888 Sem. 7.

0

---

Reading List: 405-4

S

1. Leopold, Wolman, & Miller, 'Fluvial Processes in Geonorphology,'Freeman,

San Francisco.

2 • Rankatna K., 'The Quaternary" Ititera cience, 1965.

3.

Thornbury, W., Principles of Geomorphology, John Wiley, New YOrk, 1954.

4.

Dunbar & Rogers, 'Principles of Stratigraphy,'John Wiley, N.Y. 1963.

5.

Flint, Glacial & Pleistocene Geology, John Wiley, N. Y. 1957.

6.

Charlesworth, The Quaternary Era, Edward Arnold, London 1957.

7, Enbleton & King, Glacial and Periglacial Geomorphology, Eckard Arnold, 1965.

8.

Trettin, H.P. 'Geology of the Fraser River . . .'B. C. Dept. of Nines Bull. 44,

1961.

9.

Duffell 6 MacTaggart, Ashcroft Map Area, B. C. Mines Mem. 262.

l

100

Mathews, W. H. - 1941 Chubs in the Lillooet Range, Can. Alpine Journal pp.

60-4.

11.

- Glacial Lakes and Ice Retreat In S. Central B. C. Trar-

Roy. Soc.

5

of Canada Sec. N. pp. 39-57,

12.

-

if

to

Dept. of Geology U.B.C. Report 06,

1968.:

13.

Davis 6 Mathews - 4 Phase of Glaciation' S. B.C.-J. or-Geol. Vol 52, pp.

403-413.

14.

G.S.C. )m 262.

15.

Flint - Trans. Roy.-Soc.-Can. Sec. 4

pp.

107-114.

16.

Fulton - Am, J. of Sci. Vol. 263

pp

.

553-570.

17.

Lay ,

B. C. Mines Bull. (3) Part. III

18.

Ryder - 1970.

Alluvial Form of Post-Glacial Environments (Pt. II).

Unpub.

Doe.

Thesis.

19.

Leech, Geol. of the Shulaps Range, B. C. Mines Bull. 32 (1953)

20.

Holland, Landforme of B

C.

B. C. Mines Bull. 48 (1964).

S

S

---

SiMON FRASER UNIVERSITY

MEMORANDUM

1o.IP.u1.

ELot .....

...From............

LB.}Iorafall

Geography

Sub1ed405...- .

f?.atio1forSenate

Date

SP.t.amb.er1972 ..

1.

Course outline (brief): Attached, full tline after first meeting, based

on student areas of interest (designed vs. natural environment, recreational

systems, etc., etc.).

2.

Reading list: Common readings listed on outline, student-specific specialty

lists to follow, as in item 1.

3. 4

hours/week, in two 2-hour blocks.

4.

Instruction: Seminar discussion. I expect to have to "lecture" for the

first few weeks, largely on relevant perceptual theories and appropriate

methods for evaluating human interaction with the everyday physical environ-

ment (brief overview of semantic differential, .reptest, checklist methods,

• as well as a sampling of. relatively nonreactive approaches). "Lecture,"

with a group of this size, means that I am forced to do moat of the talking,

and little more.

5. I

students: 3 enrolled, onemore. possible (depending on her timetable).

•1

---

fl4

Simon Praser University

Geography 405

Department of Geography

R. B. Horefall

Fall Semester 1972

Seminar in human uzicrogeography

Course Content

The course will deal with the nature and scope of the interaction between the

human organism and his physical surroundings. Emphasis will be on physical and

perceptual needs and characteristic adaptations of and to space, for the the

individual both in isolation and in groups. There will be some attention to spatial

requirements of special-need groups, Including cultural differences.

Recommended Reading

D. Appleyard, K. Lynch, & J.R. flyer, The View tirom the RoadiCathridge, M.I.T. Press

1964

X. K. Boulding, The Image,Ann Arbor, U. fiLch. Press 1968

K. H. Craik, Environmental Psychology in flew Directions in Psycholo

gy 4 New York,

iolt, Rinehart and Winston 1970.

K.

T. Rail, The Sileit Language; Greenwich, Conn. Fawcett 1959

U.M. Proshanaky, U.J. Ittleson, & L.G. Rivlin, Environmental Psycholo

gy

; man and his

physical setting; New York, Holt, Rinehart and Winston 1970.

L.

Podwin & associates, Plannin

g

Urban Growth and Regional Development: The

Experience of the Gua

y

ana Program of Venezuela; Cathridge, M.I.T. Press

196, see Appleyard article particularly.

R. Sommer, Personal Space: The Behavioral Basis of Desi

gn

, Englewood cliffs, N.J.

Prentice-Hall 1969

Organization

Two 2 - hour blocks, with the first hour of each to be used for lecture, the

second for discussion. Students will be responsible for leadership in two seminars

during the second half of the semester, and for a good deal of reading beyond a

specified set of basic readings.

Th

---

•

SiMON FRASER UNIVERSITY

MEMORANDUM

TIO.Y...H., Sullivan, Des

..From...............

Chairman,

.?acu.ft.Y....of .Arts

................Department o.Hsy

1tor

Subjed...

Special Topicsand Directed

I

Date ................Septber18.1972.

The Department of History offers courses which could be considered under

the heading 'Special Topics and Directed Studies' listed as Group B: Approaches

to History, Group B: Thematic Studies, and Directed Readings courses:

Problems in History and Studies in History.

Those courses listed as Group B: Approaches to History, are directed

towards students in the first four levels of study and designed to introduce

students to some important approaches to the study of history. Emphasis is

placed upon method of enquiry and validity of techniques. Courses listed as

290 are considered in this group of courses.

Those courses listed as Group B: Thematic Studies, are directed toward

students in the final levels of study and are offered according to faculty

availability and student interest. Themes considered

,

will vary, however, such

historical problems as revolution, Ideology, political stability and war and

peace are Indicative of themes studied.

History 299; Problems In History and History 489: Studies in History are

offered as directed readings courses. These courses are specifically designed

to allow students to pursue in depth a particular historical problem. They

are offered as individual reading courses or as small seminars. Admission is

by consent of the instructor.and specific course format is formulated by the

instructor. These courses are designed for history majors and those individu0...

[Office of the a1

L

SEP 1 8 19

Faculty of

interested in the possibility of graduate study in history.

.

DB/ad

---

W isr.

FALL SEM.STiR

1972

i

DR. R. KOEPKE

:•

Inte1lect

and cultural history covers a broad and

often vague s p

ectrum. This course is designed to introduce

you to this spectrum. It will ask such questions as: What

is it? Why is it? and How is it done? During the first

half of the course tutorial discussions will consider various

answers to these questions as proposed by intellectual and

cultural

historians in analytical articles and as

illustrated in specific

studies. The second half of the course will be devoted to

studying various aspects of a specific period, such as that of

the

Enlightenrn2nt

or of Romanticism, which has been, and continues

to be of particular interest to intellectual and cultural

historians. One essay will be expec

t

d, which can be based on

a topic related to the specific period studied. Grades will be

based on your total performance in your written and oral work.

There will be no examinations.

SPECIFIC flEAflhIG ASSIGNMENTS:

FIRST WEEK:

* Arthur 0. Lovejoy: "RLflections on the History of Ideas,

Journal o2 the History Ideas, I (1940),

pp.

3-23.

* Franklin L. Baumer: "Intellectual History and its Problems,"

Jourr.a]. of Modern His, 21 (1949), pp. 191-203

* George L. Mosse:

sell,

story, Anthropology, and Mass Movements,"

Arr.ericanJistor1ca1_Review, 75 (1969), pp. 447-452.

SECOD WEEK:

• Paul Kecsk-irneti: "Introduction," in; Karl Mannheim: Essays on

the

_Socioo q ofKrolede,

pp.

1-32

• Bruce Mazj.ish: "Irt.ciut'tion," in: Bruce Mazlish (ed.):

pp.

1-22

• Jacques Eliil: "ModernMVfh$,"

Lo-si

enes, 23 (1958), pp. 23-40

• David

Schalk: "Thc Novel as

History," in: David Schalk:

Ro q rMrtdCrc',

pp.

1-17

THIRD W!-

-.K:

** J.B. Bury: IDEA 2OGREQAnInquir

y

into its Origin and Growth

FOURTH WTK:

** Raymond Williams:

FIFTH WEEK:

The Long Revolution

** Norman Hampson: TheCultural

History of the Enlightenment

SIXTH

_WEE(:

** J.B. H.thtcd (el.); Romanticism:

Problems of Definition,

p1nat.ion_ndEv1uati.

* on reserve in library

** available in hook store.

---

I.

S

HISTORY 294

COURSE OUTLINE

S. VICTOR

FALL SEMESTER, 1972.

Religion and Science: Spiritualism and dogmatism, Speculation and Experimentation

Science and religion will be seen to havea;yariety of historical interconnections.

The course will consider some of the following problems in particular cases: creation

myths and the origins of science, theologicai doctrines and the setting of research

problems, scriptural literalism as a stimulus and as a hindrance to the enterprise of

science, alchemy as an example of a religious science.

The course will be part lecture and part seminar. The one lecture a week will

attempt to spin an.historical thread connecting the various topics. The tutorials,

2 hours each, will be an occasion for more detailed consideration of selected materials

and an opportunity for the student pursuing his own interests to share his views.

Course requirements:

One short paper and one longer one, to be described in detail later.

S

A

final exam. Don't panic; a list of questions from among which the exam

questions will be chosen will be available beforehand.

Students will be expected to attend the weekly tutorials and to have prepared

the reading assignments for that week. Intelligent and knowledgeable participation

in these tutorials will make up part of the course grade.

Required Reading:

All students should read the following which are available at the bookstore.

A list of readings for each week will be available shortly. Required readings may

also be assigned from the list of library reserves.

Frankfort, Henri

Before Philosophy

Holmyard, E.J.

Alchemy

Allen, D.C.

Legend of Noah

Koyr, Alexandre

From the Closed World to the

Infinite

Universe

Gillespie, C.C.

Genesis and Geology

Also recommended, available

in

the Bookstore:

Yates, Frances

Giordano Bruno and the Hermetic

STradition

Weatfall, Richard

S.

Science and Religion in

Seventeenth Century England

____

-

-,.-------------

---

• Reserve books:

The following books have been placed on reserve in the library. Some of the

weekly

preparing

assignments

the

required

will

papers.

be made

They

from

might

these

even

books.

be of

They

interest

may also

without

be of

's

use

class-

in

room

inducement.

U

Allen, D.C.

The Legend of Noah

Barbour, Ian C

Issues in Science and Religion

Basaila, C.

The Rise of Modern Science

Debus, A.

Engll

Paracelgjans

Dillenberger, J.

Protestant Thought and Natural Science

Drake, Stillman

Discoveries and Opinions of Galileo

Frankfort, Henri et al.

Before Philosophy

Gillespie, Charles C.

Genesis and Geology

Grant, Edw.

Physical Science in

the Middle Ages

Holmyard, E.J.

Alchemy

Kocher, Paul

Science and Religion in

Elizabethan

England

Koyr, Alexandre

From the Closed World of

.

the

Infinite Universe

Leff, Gordon

Paris and Oxford Universities in the 13th

and 14th Centuries

Nasr,

S.H.

Science and Civilization in Islam

Olson, Richard

Science as Metaphor

Paracelsus

,.

Hermetic and Alchemical Works

(ed. A.E. Waite)

Thomas, Keith

Religion and the Decline of Magic

Westfa]l, R.S.

Science and Religion in Seventeenth-Century

England

Wilson, R.J.

Darwinism and the American Intellectual

Yates, Frances

Giordano Bruno and the Hermetic

Tradition

0

---

HISTORY 298

COURSE OUTLINE

•ALL SEMESTER 1972

DR. R. K.

DEBO

INTERNATIONAL POLITICS:

AN kLLSLORICAL INTRODUCTION

Throu;hout recorded history men have organized themselves

in political communities to defend and advance their common

interests. With the passage of time, these communities (now called

'states') have become identified with specific areas of the globe

and, assuming a theoretical monopoly over all

p

ublic interest, have

taken on a life of their own, seemingly independent of the mere

mortals who momentarily animate and direct them. Proud, imperious

and demanding these states have come to exercise absolute

oolitical

authority within the territorial limits which they have established.

Beyond those limits, however, exist other states, equally proud and

imperious, demanding recognition of their rights and privileges as

independent political communities. The problems created by the

clash on interest among these rival communities

-

have frequently led

to bloody conflict, and in the best of circumstances, to a perpetual

atmosphere of tension which must be carefully managed to avoid its

degeneration into s

p

ontaneous violence. The purpose of this course

will be to examine, in a historical context, the develo

p

ment of

relations among cometing states, particularly in the past two hundred

years, and the manner in which the problems of international relations

•ve been handled and mishandled by the men who exercise power.

There will be one lecture each week in which the problems of

international relations will be analyzed by the instructor. There

will also be a two-hour tutorial each week in which specific problems

of both a theoretical and practical nature relating to

international

relations will be discussed in depth.

COURSE REQUIREMENTS

AND

MARKING

SYSTEM:

Tutorial attendance and participation

30%

Essay (4000-5000 words)

35%

Final Examination

35%

ASSIGNED READING:

Pierre Renouvin and Jean-Baptiste Durosselle, INTRODUCTION TO flE

HISTORY OF

INTERNATIONAL

RELArIONS.

F.L.

Loewenheim,

PEACE OR APPEASEMENT? HITLER, CHAMBERLAIN AND 2NE

MUNICH

CRISIS.

New

York Times, THE

PENTAGON

PAPERS

Qe above mentioned works are all available in paperback and will

serve as the basis of discussion in tutorial.

.../2

---

p

- 2 -

cture Topics:

ntroduction

The Emergence of the Modern International System

The State

Power Politics

Formulation of Foreign Policy

The Instruments of Foreign Policy: Diplomacy.

The Instruments of Foreign Policy: Propaganda and Economics

War as an Extension of Diplomacy.

Resolving International Conflicts

The Foreign Policy of the Super-Powers

The Foreign Policy of China

The Foreign Policy of Middle and Small Powers

Continuity and Change: World Politics in the Seventies

ESSAYS:

The library contains numerous collections of documents relating to

the development of international relations in the past two hundred

years. Among these are:

BRITISH DOCUMENTS ON THE ORIGINS OF THE WAR, 1898-1914. D505 668

OCUMENTS ON BRITISH L'OREIGN POLICY, 1918-1939. DA566.7 A18

UMENFS ON GERMAN FOREIGN POLICY, 1933-1945. JX691 A45

OCUMENTS ON CANADIAN EXTERNAL RELATIONS. JX351 A3

FOREIGN RELATIONS OF THE UNITED STATES. 3X233 A3

For those who read languages other than English the following

collections are also a'(railable:

DIE GROSSE POLITIK, 1871-1914. D394 G4

AKTEN ZUR DEUTSCHEN AUSWARTIGEN POLIFIK, 1918-1945. JX691 A44

DOCUMENTS DIPLOMArIQUES FRANCAIS. DC396 A45

DOKUMENTY VNESHNEI POLIKI SSSR. DK65 A57

VNESHNIAIA POLITIKA ROSSII, XIX-XX VEKA. DK65 A5

On the basis of documents drawn from one of these series plus related

memoirs, biographies and secondary works each student must submit

one essay on a topic approved by the instructor. Essays should not

be less than 4000 or more than 5000 words in lengths Each essay should

be a well-organized, balanced discussion of the problem chosen for

study, written in a good style and based on a substantial bibliography.

(i.e. at least four or five major works in addition to the documentary

collection chosen as the basis for the essay). Essays failing to

meet accepted standards of grammar and spelling will be penalized.

Studenca unfamiliar with proper footnote and bibliographical procedure

.

oul.d consult Dorothy Blakey and A. C. Cooke,

PREPARATION OF

RN ESSAYS. Wood Gray, THE HISTORIAVS HANDBOOK or the M.L.A. style

sheet are also acceptable.

.../3

---

I

a

-3-

.

Students frequently ask

how many footnotes they should use

in

writing

their essays. This, of course, is an

impossible question

to answer. You should use footnotes when

•., •

4

•

•••

1. quoting

another

writer's exact words.

2. p

araphrasing the idea of someone else.

3.

attempting to substantiate a fact used in a chain of

argument.

Most students use too many or too few footnotes. Attempt to

avoid extremes (e.g. ten to twelve footnotes per page versus one

or two for the entire essay.)

PLEASE NOTE: Footnotes must be placed at the bottom of the page

•

of which they are used, they should not appear anywhere else.

CHEATING AND PLAGIARISM: the minimum penalty for academic dishonesty

is automatic failure of the course. Plagiarism is a form of

cheating, involving the attempt to 3ass off someone else's written

work as your own.

ACKNOWLEDGE ALL

QUOTATIONS

used in your essays.

READING ASSIGNMENTS FOR

DISCUSSION

GROUPS:

1. Introduction

2.

Renouvjn and Durose].].e, 3-52

3.

Renouvjn and Durosel].e, 53-138

4.

Renouvin and Durosel]e, 139-201

5.

Renouvjn and Duroseije, 237-294

6.

Renouvin and Duroselle, 295-340

•

7. Renouvjn and Durose].].e, 341-376

8.

Loewenheim. 74-190

9. Loewenheim, 2-71

10.

PENTAGON PAPERS, 26-66

11.

PENTAGON PAPERS, 115-157; 191-233

12.

PENTAGON PAPERS, 271-306; 345-381; 418-458

13.

PENTAGON PAPERS, 542-588; 613-623

0

---

R. Day

EDUCATION, TECHNOLOGY X.

SOCIETY IN EUROPE

SINCE 1815

d

This course deals with the impact of industrialism and technology

upon European educational institutions since the French Revolution,

In the process it will deal also with such questions as social class

and education, the school and the family, literacy, social advancement,

technical training and teacher recruitment,

There will be one research paper of about 25 pages on a theme

which will chosen from the reading and after

consultation with me.

You will probably also be asked to give a report during the semester.

and

Since

willthere

count

are

as

no

part

examinations,

of your grade.

class discussion

is

very important

The following books will be used extensively:

Cipolla, Carlo, Literacy and Development in the West.

Halsey, A.H., J. Floud and C.A. Anderson, Education, Economy,

and Society, A Reader in the Sociology of Education.

Musgrave, P.W, Sociology,

History and Education, A Reader.

Musgrove, Frank, The Family, Education and Society.

Reading Lists (all are on reserve; *book & xerox copies on

reserve,

Weeks

I to

II .v Literacy and Pre-industrial Societies: the Middle

Ages to the Eighteenth Century.

Cipolla, Literacy, Chapters 1-2.

'PS

Aries,

"Two Concepts of Childhood," and W.J. Ong, "Latin

Language Study as a Renaissance Puberty Rite," both

in P.W.

Musgrave, Reader,

30-35

and 232-248.

F. Mungrove, Family, Chapters I-lI,

Weeks III to IV

Education & the Industrial

Revolution.

*P.H. Gosden, How They Were Taught, Ch. I.

Cipolla, Ch. 3

*Cotgrove, S.F., Technical. Education & Social Change,

pp .

1-59.

Landes, David, The Unbound Prometheusi Technological Change

•

Industrial Dev4pment in Western Europe from

1750

to the ?resent

147-169

187-192

*Vaughan, H, & M. Archer, Social Conflict and Fducationa]. Change

326-358.

in England & France ].289-1R48,

pp .

202-230.

•

*Haines,

George, Es.ays on

German Influence upon English Education

and Science,

50-1919.

Chapter 1. -

F. Musgrove, "Population Changes & the Status of the Young", in

P.W,

Musgrave,

Reader,

36-57.

---

V to VIa

The Education of Elites, Secondary and Higher Education.

*Campbell, F. "Latin and the Elite Tradition in Education", P.W.

Musgrave, Reader,

249-264.

Ringer, F., The Decline of the German Mandarin, 1-61.

'Simon, Brian, Studies in the History of Education,

1780-1870 279-335.

VII to IX,

Changes in Twentieth Centt'-y Education..

Cipolla, Ch.

N

F. ?'usgrove, Chpts.

3-59

Porter, John, The Vertical Mosaic., 165-198.

L.

Wylie,

Village

in

the Vaucluse,

pp .

37- 133.

Halsey & Flouda read

three

of the following.

Peter Drucker, "The Educational Revolution",

15-21.

Eli Ginzbcrg,"Education and National Efficiency in the USA,"

68-79.

H.S. Becker, "Schools & Systems of Stratification,"

93-104.

R.H, Turner, "Modes of Social Ascent through Education:

Sponsored and Contest Mobility,"

121-139,

D.V. Glass,"Educatton & Social Change in Modern England,"

391-413.

'plus one of the followings

B. Bernstein, "Social Class and Linguistic Development. A Theory

of Social Learning," 288-310,

F.L. Strodbeck, "Family Integration,

Values & Achievement,"

315-347,

J.A. Kahl, "Common Man" Boys,

348-366.

X -XIII. Some Radical Proposals.

Goodman, Paul. read either Growing Up Absurd, or Compulsory

Miseducation, or The

Reforrsatton,

and

*Michael Katz, Class, Bureaucracy and Schools, ch.

3.

and

Commission on Education of the Province of Ontario, Living and

Learning (the Hall-Dennis report).

---

History 482

MINI OUTLINE

STUDIES IN HISTORY III

R Bayer

.,

The Urban History of Latin America (History 482-5)

Although the topical heading of this course sounds highly

specialized, the urban perspective is actually a legitimate and

penetrating way to view many of history's traditional content

areas. In the case of Latin America, the city has played such

a central role in all other developments that it may be the most

fruitful way to approach questions of social, economic,and

political history.

Discussions in the weekly seminar meetings will be based on

readings in both theoretical and historical literature. The

theoretical aspect will draw upon a broad range of available dis-

ciplines (social anthropology, sociology, economics, political

science, planningetc,) in search of organizing ideas. The

historical dimension will be an attempt to understand the Latin

American reality by exploring topics such as the Amerindian and

Iberian antecedents, the centrifugal city of colonial times,

systems of cities, cities and regions, cities and development,

and migration. Since much of the theorectical literature is

based on the experience of the industrialized western world, the

S

topical and chronological study of the Latin American situation

will provide a chance to use the theory selectively and with

adjustments.

Supplementing the above, each person will undertake an

independent study of one Latin American city. While researching

his city, he will "represent it" at the seminar sessions - adding

variety to the discussions by having a number of different "cases"

to draw upon. These projects will culminate in a term essay that

will be due approximately one week before the end of classes.

0

---

I.

HISTORY 484

COURSE OUTLINE

FALL SEMESTER 1972

PROFESSOR P. STIGGER

STUDIES IN HISTORY V: NATION BUILDING

IN

AFRICA

The general headings for seminar topics and suggested sources,

together with lists of books on reserve and suggested eslay topics,

are attached.

The major issues which face vzs are the degree to which a nation

existed at independence and the extent to which it was necessary to

attempt to create a

nation

thereafter.

It is

proposed to examine these issues against a background of

Tanzanian history. In order to appreciate what has happened there,

it is necessary to give attention to developments elsewhere and some

consideration will be given to Nigeria, Kenya and Uganda.

The objectives in the weekly seminars are:

1.

to distinguish between the state, the nation and the nation-etate7

2.

to recognise the variety of indigenous structures and their

limitations;

.

3. to trace the factors which decided the frontiers of Tanzania;

4. to identify the political reasons and the economic motivation

behind, introduction of indirect rule into

Tanganyika;

5. to consider the political limitations of indirect rule and

especially the limitations the system imposed on

(i)

the development of modern local government and

(ii)

the emergence of a modern political structure;

6. to establish the extent to which Legislative Councils before 1945

were viewed as economic, rather than political, advisory bodies; and

7. to ascertain the point at which legislative councils became proto-

parliamentary and parliamentary institutions.

After seven seminars, it will prove :'-

r-

.

;ence of

political parties to then-existing political structures and to

consider the extent to which th

e

se truc"es controlled the form

of activity adopted (Seminar 8). Thereafter, the degree to which

African political parties had to conform to established British

practice to secure independence will be considered (Seminar 9).

At this stage, it ought to be clear that the British passed on

to Africans political and administrative structures which were devised

to serve British needs. The ability of Africans to operate such

.

systems

in Tanganyika in

1961 dcj-ended on their educational and

economic resources, which are explored in seminars 10 and 11 respectively.

It is important to remember that the educational and econnic structures

• had been influenced by British political objectives and by indigenous

attitudes.

.12

---

-2-

The problem from independence was to adapt British systems to

S

serve African needs and priorities.

T

he solutions adopted required

political motivation and political solutions, topics for consideration

in seminars 12 and 13. Particular attention will be

given to the one-

party state as a mechnism to replace colonial control of local and

national politics and administration, and to African socialism as a

justification for increased governmental control.

Required course books are:

a.

G. Bennett: Kenya - A Political History: the Colonial Period

b.

Kalu Ezera: Constitutional Developments in Nigeria

c.

Henry

Bienen,

Tanzanian: Prrty Transformation and Economic

Development.

There will be a three-hour examination at the conclusion of the

course.

Your attention is drawn to the annual reports on Tanganyika

which are available for use in the Library from the DT section and to

the Handbook of Tanganyika by Sayers (1930) and Moffett (1958).

[1

6

---

HISTORY 484

RESERVED BOOK LIST

FALL SEMESTER 1972

PROFESSOR

P. STIGGER

The following books have been placed on reserve to

allow

everyone equal opportunity to dip into them when

reading in

preparation

for seminars.

You are not expected to read them all.

Similarly, where preparing for seminars 2 and 4 to 9

inclusive, you are expected to concentrate on

Tanganyika

and one

area rather than on all

areas equally.

The eight books marked (246 are on reserve for History 246

aq

far as the Library

is

concerned.

Abrahams, R.G.

The Political

Organization

of Unyamwezi 1967

Anstey, Roger

Britain and the Congo in the 19th C.

1962

Apter, David E.

The Political Kingdom in Uganda

1966

Austen, Ralph A.

North-West Tanzania under German

& British Rule

1968

Burke,

Fred C.

Local Government and Politics in Uganda

1964

Bennett, George

Kenya-A Political History: The

**

Colonial Period

1963

Cameron, Sir Donald

My Tanganyika Service and Some Nigeria

1939

Chidzero, B.T.G.

Tanganyika and

International Trusteeshipl961

Lionel

One Party Democracy

1967

•

Cliffe,

Cole, J.S.R. &

Tanganyika: The Development of its

Denison, W.N.

Laws and Constitution

1964

Dryden, Stanley

Local Administration in Tanzania

1968

Elias, T.O.

Nigeria: The Development of its Law

and Constitution

1967

Ezera, Ka.lu

Constitutional Developments in Nigeria

1960

Bailey (William M)Lord

I. An African Survey

1957

II.

Native Administration in the British

African Territories, Part I: East Africa 1950

Hawkins, H.C.G.

Wholesale and Retail Trade in

Tanganyika

1965

Barlow, Vincent &

History of East Africa, Volume II

Chi].ver,

E,M.

(246)

1965

** Bennett, George &

The Kenyatta Election: Kenya

1960.1961

1961

Rosberg,

Carl G.

(246)

Iliffe, John

Tanganyika under German Rule

1905-1912

1969

(246)

Ingham, Kenneth

The Making of Modern Uganda

1958

Kabaka of Buganda

Des cration of My Kingdom

1967

Lambert,

H.E.

Kikuyu Social and

Political

•

Institutions

1956/65

Leubqacher, Charlotte

Tanganyika Territory

1944

Lewis, L.J.

Phelps-Stokes

Reports on

Education in

Africa

1962

.../2

---

-2-

Lis towel, Judith

The Making of

Tanganyika

1968

S

Louis, Wm. Roger

Great Britain and Germany's Lost

Colonies, 1914-1919

1967

Low, D.A. and Pratt,R.C.

Buganda and British Overrule

1960

Lugard,

(F.D.) Lord

The Deal Mandate in British

Tropical

Any

Africa

Edition

Maguire, G. Andrew

Toward 'Uhuru' in Tanzania

1969

Mangat, J.S.

A History of the Asians in East

Africa from c.1886 to 1945 (246)

1969

Mboya, Tom

Freedom and After

(246)

1963

Mitchell, Sir Philip

African Afterthoughts

1954

Moffett, J.C.

(Ed.)

Handbook of Tanganyika

1958

Morris-Bale, Walter

British Administration in Tanganyika

from 1920 to 1945

1969

Oginga, Odinga

Not Yet Uhuru

(246)

1967

Oliver, R. and MathewG.

History of East Africa Vol.

I

(246)

1966

Orr, Sir Charles

The Making of Northern Nigeria

1965

Nyerere, Julius K.

I. Freedom and Unity

1967

II. Freedom and Socialism

1968

Perham, Margery

Native Administration in Nigeria

1962

Pesnick, Idrian N.

Tanzania: Revolution by Education

1968

Rosberg, Carl G, &

Nottingham.

John

The Myth of Mau Mau

(246)

1966

Sanderson, G. H.

England, Europe and the Upper

Nile

•

1882-1899

1965

Sayers, G.F.

(Ed.)

Handbook of

Tanganyika

1930

Smith, Hadley E.

ReadinQs on.Economic Develo

p meut

ana Ramlnlstration in tanzania

1966

Stephens. Hugh W.

The Political Transformation of

Tanganyika

1920-67

1968

Tamuno, Tekena N'.

Nigeria and Elective Representation

1923-1947

1966

Taylor, J. Clagett

The Political Development of Tanganyika 1963

Tordoff,

William

Government and Politics in Tanzania

1967

Welbourn, F.B.

Religion and

Politics

in

Uganda

1952-1962

1965

Wilson, Monica

Good Company

1951

Winans, Edgar V.

Shambala

1962

0

---

S

HISTORY 484

FALL SEMESTER 1972

PROFESSOR P. STIGGER

STUDIES IN HISTORY V: NATION-BUILDING IN AFRICA

SEMINAR TOPICS: SUGGESTED SOURCES

Sources quoted are on reserve: please refer to the reserve list.

1, General

Discussion:

The State v.

The Nation - the attributes of each.

2. Indigenous Structures

a) Buganda

b) Unyam.ezi

c) Kikyu1and

d) Unyakyusa

e) Shambala

Sources: a)

b)

c)

d)

e)

f)

Apter, Kabaka, Low and Pratt

Abrahams

Lambert

Wilson

Wina no

General: Oliver

.

.

3. Boundaries: The case of

Tanzania

a)

The

Anglo-German

Convention 1886

b)

The Anglo-German and Anglo-French Conventions 1890

c)

The German-Congolese Agreement, 1894

d)

Treaty of Versailles, 1919

e)

The Union of Tanganyika and Zanzibar

f)

The degree of natural unity?

Sources: Sanderson, Anstey, Oliver. Louis (esp. Chap. 21), Iliffe

4. Local Government: the origins of Indirect Rule

a) Northern Nigeria

b) Buganda

c) Tanganyika

a)

Orr • Lugard (Chapts. X & XI), Kirk-Greene (esp. the

Introduction)

b)

Low and Pratt

c)

Cameron, Mitchell, Taylor

5. Local Government: The Development of Indirect Rule

a) Nigeria

b) Buganda

c) Tanganyika

a)

Kirk-Greene, Perham, Eea, Elias.

b)

Apter, Burke, Welbourn

c)

Abrahams, Bailey, Dryden

6. Legislative Councils: Origins and Membership

a) Nigeria

b) Uganda

c) Tanganyika

d) Kenya

.12

---

-2-

a) Ezera, Elias,

Tamuno

•

b) Ingham, Barlow

c)

Cameron, Harlow; Chidzero

d)

Bennett, Barlow

7. Legislative Councils: Developments after 1945

a) Nigeria

b) Uganda

C)

Tanganyika

d)

Kenya

a)

Ezera, Elias

b)

Ingham. Apter, Welborn

c)

Chidzero, Taylor, Listowel

d)

Bennett;

Bennett &

Rosberg

Hailey I

8, Nationalist Parties: Origins and early development

a) Nigeria

b) Kenya

c) Tanganyika

a)

Ezera