Word: moring
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Dates: during 1960-1969
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In a school where the education of women is of primary importance, the curriculum can be planned to meet a female's needs whether she be careeroriented or not. The curriculum can be more flexible. Those who wish a career can pick courses which would best prepare them. Those who...
Of course these possibilities are not immediately excluded in a coeducational institution. Nor are all of them part of Wellesley at present. But they are ideals more easily realized at an institution dedicated to the liberal arts education of women than at one primarily concerned with career and graduate preparation...
This does not mean that college is an experience to be avoided just because it is "irrelevant": it is one to be enjoyed. The absence of males makes a college no less "normal" in this respect: it is an even more contrived situation. After graduation most girls will either be...
If no college has a completely "real" atmosphere, then it is essential that the student recognize this unreality, enjoy as much of it as he cares to, and become involved in some aspect of the real world if this is important to him. Boston is an ideal area to do...
All colleges are "ivory towers" in the sense of being apart from the world around them. But it seems that coed schools are no more relieved of this problem than are girls' schools. It is dangerous to exchange one type of "ivory tower" for another. The college should be seen...