Memorandum to officers of instruction and administration from the Dean of Faculty LeRoy C. Breunig, January 12, 1971, page 6

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          permit women to continue their education outside a formal graduate
program; Barnard's policy of allowing alumnae to audit almost any
course in the college, free of charge, is another. (It must be
admitted that few alumnae take advantage of the courses available

to them; this is perhaps because most of our alumnae are involved

in active professional lives. Only 13.5% of the alumnae graduated
between 1953 and 1962 who responded to a questionnaire circulated

in 1962 by the Alumnae Association identified themselves as housewives.)

Whether such formal experimentation has a place in an under-
graduate program for women is uncertain. Most current concern is
indeed related to the materials of undergraduate education for
women ~ and the problems are numerous. It is clear that women's
colleges should consider the pre-professional requirements of their
students in formulating their curriculum; but how far should such
consideration go? Since great numbers of women, through choice or
necessity, become teachers on the elementary or secondary level (28.6%
of the Barnard alumnae questioned in 1962 so identified themselves),
some sort of education program seems an essential part of a curriculum
designed for women. With the decline in MAT programs, colleges,
and especially women's colleges, may have to assume the burdens of
methods courses necessary for the accreditation of high-school
teachers. Barnard already offers two such courses, in English and
in History; a third - in the teaching of Foreign Languages - has been
discussed. It is indeed possible for a Barnard undergraduate to

' take all the courses necessary for accreditation in New York State -

in the History and Philosophy of Education, in Psychology, in Methods,
and in Student Teaching - and still to fulfill the requirements for
the major in the subject she intends to teach. There is currently
great interest among students - not to say pressure from students —
for the establishment of a program in elementary education at
Barnard. Would such programs be, or become, too rigid forms of
professional training for a liberal arts college? Would they

(given the financial squeeze on colleges today) involve a curtailment
of the broader liberal arts program? would they, paradoxically,
reinforce the notion that careers as elementary or secondary teachers
are the highest goals that young women should strive to attain

(and at a moment when the available pool of teachers seems quite
large enough for the need)? We are in effect caught between past
realities and present aspirations, between the desire to prepare

our students for the positions available to them and the equally
great desire to encourage their independence and to direct them

into new and different areas.

One of the newest of those areas, widely discussed today and
gradually being implemented, is the "program in women's studies,"
courses about women in literature, history, sociology, anthropology,
psychology, even economics and political science. Since proponents
of such programs usually argue that only women can teach the courses,
the establishment of women's studies programs at many institutions
is — like the introduction of Black Studies two or three years ago -
a way of bringing into the faculty a group largely excluded from it.
At Barnard, as at other women's colleges, this subsidiary advantage
is of less importance, and women's studies can be considered in their
own right - not without political and social complications, to be
sure, but little in the academy these days is free of such complications.