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isolated from human life because they find expression in a medium which is not capable of translation into terms of something else. They are even more closely related to life and for that very reason. This course will be in a manner historical, but will be chiefly an appreciation study. Parallels between music, painting, and literature will be dwelt on, and similarities in form, in expression, etc., will be pointed out. The course will begin with Bach and will consider all the great composers in the Classical and Romantic and the modern periods, including Strauss and De Bussy. These lectures will be supplemented by vocal and instrumental illustrations.

1 unit.

M Tu W Th F, 4 (beginning July 15). 101 California Hall.

12. Musical Forms.


This course will be technical and is intended primarily for advanced students of music. It will include counterpoint, canon, fugue; various forms, as simple and developed ternary rondo, sectional symphonic. 1 unit.

M Tu W Th F, 3 (beginning July 15). 101 California Hall.


JOHN C. MERRIAM, Ph.D., Associate Professor of Palaeontology and Historical Geology.

BRUCE L. CLARK, M.S., Instructor in Palaeontology.

The courses in Palaeontology are designed largely for instruction in methods of practical investigation. The work will be carried on mainly in connection with problems for the study of which materials are immediately at hand. Those who are not in a position to undertake independent investigation may assist in work under the direction of the instructor. The object of the work in such cases will be to familiarize the student with the elements of the problem in its widest scope, and with the judgments concerned in its solution.

101. The Invertebrate Faunas of the Coast Range Region of California. Associate Professor MERRIAM and Mr. CLARK. This course will be carried on in the field. It will consist of an investigation of the faunal zones in the region immediately about Mt. Diablo. The party will spend a period of five weeks in an area to the south and east of Mt. Diablo in the study of typical crosssections of the formations, in order to determine definitely the succession of faunal zones. The field work will include collection and determination of the fossils from all formations and mapping of the faunal zones as far as this is possible.

The Mt. Diablo area furnishes a most valuable field for study of the succession of faunas and formations of the Coast Range region. Nearly the whole of the geologic column as known in the coast ranges is well represented in the cross-section of the mountain, and a knowledge of this region may serve as a basis for interpretation of the palaeontology and geology of nearly all areas of the Coast Range. The party will operate from a camp location at the foot of Mt. Diablo, the whole geological section of this region being accessible from this point. The expense of the field work will consist of the railroad fare to and from Mt. Diablo, with the cost of subsistence while working in the field. The total expense will amount to approximately $30. 6 units credit.

Following the termination of work at Mt. Diablo such members of the

class as desire it may accompany the instructors in charge of this work on an expedition which will visit the Coalinga region, for the purpose of studying the faunal zones in that area.

202. Research Work on Problems in the History of Life in the Pacific Coast Region. Associate Professor MERRIAM and Mr. CLARK.

Either independent investigation or cooperation with others engaged in research. Varying credits.


WARNER BROWN, Ph.D., Instructor in Psychology.
CLARENCE I. LEWIS, Ph.D., Instructor in Philosophy.

1. Logic.

Dr. LEWIS. Deduction and induction. The relations of logical classes, and the

methods of proof.

M Tu W Th F, 10. 1 Philosophy Building.

2. Memory and the Process of Learning.


Attention and interest as the first conditions of learning; appeals to different senses; distraction; the advantage of the concrete; localization. The difference between recognition and recall; mental imagery; the memory image and individual types of observation, of activity and of recall; the fidelity of memory; false memories; the psychology of evidence. The formation of habits as the method of learning; practice and the practice curve; the persistence and interference of habits; inhibition; physical and mental fatigue. Economy and efficiency in learning; the rate of learning and the rate of forgetting; the unearned increment; the law of diminishing returns; the advantages and disadvantages of scattering the periods of study, of prolonging the periods, and of lengthening the lesson; the relative value of study and of recitation. The dependence of memory upon age, general intelligence, and health; the range of individual differences in memory and the power to learn; the improvement of memory and of the power to learn as the result of direct training and as the result of general training. 2 units.

M Tu W Th F, 2. 1 Philosophy Building.

3. The Process of Thinking.


The relation between sensation, feeling, and emotion; why emotions hinder clear thinking. Representation, comparison, and discrimination; imagination and ideas; how reasoning takes place without images; feelings of relation; mental attitudes and dispositions; why abstract thinking is difficult; dangers in the cultivation of imagination. Reason and volition; how thinking affects the body directly; the phychology of mental therapeutics; mental fatigue; the feeling of effort and the doctrine of psychological parallelism;

the rationale of vacations. Belief related to reason through suggestion; the part played by belief in philosophical theory, in religion, and in practical life; modern mysticism; the charm and danger of unreasonableness. In how far the lower animals reason; instinet; the growth of the power to think in the child; precocity; the prolongation of infancy; the kindergarten; the houses of childhood; the ideal of reasonableness. 2 units.

M Tu W Th F, 3. 1 Philosophy Building.

101. Socialism, Individualism, and Anarchism.


The philosophy of social relations. The study of purely economic questions will be subordinate, in this course, to consideration of fundamental ideals. Each student will be expected to select some one author, for example, Ruskin, Marx, Herbert Spencer, Carlyle, Tolstoi, Nietzsche-whose views he will set forth, criticize or defend, or compare with some other, in a paper for the course.

M Tu W Th F, 9. 2 Philosophy Building.

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