Word: reformations
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Dates: during 1960-1969
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...more important campus organizations and other students who were known to be dissatisfied with life and education at Wellesley. That gathering signified the first time that the isolated voices of dissent on the campus were brought together. Out of the meeting came a list of proposals for reform of the college and an organization, the Committee on Wellesley Indifference (COWI), to work for the acceptance of the reform...
Because the proposals affected all students and not just blacks, COWI was able to succeed where Ethos had failed. Students began to express interest in the proposals. In compulsory dormitory meetings, girls had a chance to give their opinions on the reform, and they came out strongly in favor of all the proposals--except those encouraging the hiring of black administrators. There was still resistance to the goals that Ethos had set for the college the previous spring...
...students' acceptance of the proposals, then, indicates that there is a gap between the rhetoric used by COWI members and the reform measures these members introduced. Students who support proposals to increase faculty salaries, to permit leaves of absence, and to change the school's "tree day" image do not necessarily believe that the character and student body of Wellesley College should be drastically altered. Even putting students on Academic Council or on the Admissions Committee gives little guarantee that the college will become more diversified or accommodating to change. In short, student support for the COWI proposals would...
Dower was chairman of a previous seven-man graduate student committee on East Asian Studies. This group published a four-page pamphlet last month listing their grievances, and calling for reform in the curriculum, language requirements, generals, and dissertations in their departments...
...think that most of the students involved want to destroy this University: they sincerely belive they're just trying to improve it. But when beliefs spill into unwarranted disruption, a professor's duty is to refuse to condone it, to explain that disruption is the opposite of that reform which is so vehemently demanded, and to expose fanaticism wherever it comes from. That students of today's Western societies should act out "La Chinoise" is understandable; but, ion this instance, that some colleagues should flatter them and egg them on is unforgivable