Word: wellesley
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Dates: during 1960-1969
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This tension, which comes from the contrast between outside progress and Wellesley's inertia, produces certain identifiable syndromes in the academic and the social side of the college...
Many aspects of Wellesley's educational policy have been reformed rapidly. For example, in 1932 there were only a dozen seniors engaged in independent work in their major field, while today there are close to six times that number in the honors program alone...
...there are a few aspects of the academic policy at Wellesley which tend to denigrate the college's otherwise remarkable achievements in this sphere. They are the manifestations of three factors: the production ethic, the slowness to liberalize the college, the lack of endowment available to women's colleges generally (although for a women's college, Wellesley is well-endowed...
Finally there is the matter of required curriculum. Out of a total of 40 units, the Wellesley girl has 18 stipulated for her as general requirements before she even considers the courses necessary for her major. These include a two-term course on selected portions of the Bible in the sophomore year and four one-term courses from a category which is composed of astronomy, biology, chemistry, geology, mathematics, physics, and the history of science...
...social concern that has emerged out of Wellesley's inability to evolve smoothly is an unsatisfactory system of advisors, especially for freshmen. The advice is there, but not from the right sources. A sophomore recalls, "Last semester there was nobody here even close to my own age who could help explain things to me." An administrator, on the other hand, explains that there is a full list of advisors available to students: "At various times before reaching decisions she may need counsel or may wish to talk freely with an older person about her academic or personal life. At such...