Word: type
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Dates: during 1960-1969
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...Harvard coach said last week that "it was really the perfect type of outside activity for me," but Monday he met with Veeck and told him that he no longer wanted the post...
...excellence and stimulation, the non-academic part of college life is a large part of a college experience. Many people feel that the atmosphere of a girls' school is "unnatural" and without the omnipresent male is no preparation for the world outside of college life. Wellesley is not the type of community a student will find herself in when she graduates. But it is questionable whether any university is preparation for the world outside the academic cloister in the sense that it simulates the "real" world for the student. The concept of living in a community of scholars dedicated...
...real world if this is important to him. Boston is an ideal area to do this in. Anybody who truly wishes to become committed or involved in a non-collegiate activity can do so with a little bit of effort. Wellesley as a school could encourage this type of participation more by making the needs of Boston more generally known and available to the students...
...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 as one aspect of the world we live in, not as a world in itself. Students in a women's college are just as capable of recognizing this problem and acting on it as any other group of students. Perhaps a Wellesley girl will be more likely to discover the importance...
...needed is a serious evaluation of a validity of the current trend towards coeducation, especially in relation to Wellesley and its future. It is far more important that the problem be considered in terms of the nature of an education than the perhaps overrated importance of a certain type of education. Wellesley College has unique problems and should be able to find unique solutions. If the problems are approached creatively and responsibly the Wellesley of the future will be considered a progressive and excitingly outward looking school, not one which embraced coeducation as a last-ditch effort to survive...