Memorandum to officers of instruction and administration from the Dean of Faculty LeRoy C. Breunig, January 12, 1971, page 3

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          express Bernard's missions and goals concluded just a year ago that

a small liberal arts college for women has real justification for
existence, especially in New York City and within Columbia University.
(Changes in the University would, of course, necessitate a readaptation
on Barnard's part.) '

Like most American universities, Columbia is primarily a male
bastion. There are, to be sure, women undergraduates in the schools
of Engineering and General Studies and women graduate students (who
outnumber the men in certain departments of the Graduate Faculties -
French and Art History, to be exact - or in programs traditionally
intended for women, like the Nursing Program in the Medical School).
Very few women, however, hold seats on the faculty, even in those
departments in which they provide a majority of the doctoral candidates;
no women occupy positions of authority in the administration. Certain
circles of the faculty still seem to harbor doubts about the serious-
ness of women students, their comitment to scholarship or to
professional careers.

Barnard therefore plays an essential role in the University
cmmunity. It offers young women an environment in which their
efforts are taken seriously. It encourages its students to specialize
in any area congenial to them (the ten departments in which most
of our students chose to major between 1960 and 1969 illustrate the
diversity of their interests: English, as might be expected, leads
the list; History, Government, Biology, Psychology, and Art History
follow; Sociology, French, Economics, and Matheatics attract
somewhat smaller numbers). Barnard also affords opportunities to
women scholars, teachers, and administrators - without the social
stagnation that often afflicts women, especially single women, in
smaller localities. Like the many alumnae who take an active
interest in the College, the women faculty and staff members serve
as models of professional and personal accomplishment for our
students. The student who looks beyond Barnard to New York City
can discover other life~styles and professional opportunities
quite different from the traditional choices open to women - and
different from those apparent to women students in colleges located
in smaller towns. Our alumnae, even recent alumnae, generally express
their gratitude for the chance to take active part in student
government, in more extracurricular activities than are usually
open to women (many yearbook editors, for example, are women, even
in coeducational institutions; but how many women are student
presidents, outside of women's colleges?), and in the careers
available to them in the metropolitan area.

In spite of its sense of past accomplishments, Barnard, like
other women's colleges - like all American colleges, for that matter -
is somewhat uncertain about the choices it should make in the immediate
future. The current debate about the similarities and the differences
between the sexes, about the roles of women in society and in culture,
touches finally on both the forms and the materials of the educational
process. In somewhat simplistic terms, there seem to be two main
schools of opinion. One insists that, intellectually, women are not
merely equal to but identical with men; the other, while not
questioning women's intellectual equality, looks to the experiential