Letter to the Barnard Bulletin, Zena Shapiro, December 14, 1971, page 3

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contribution to the individual and society which the ordinary
good mother with her husband in support makes at the beginning,

and which she does through simply being devoted to her infant.”

It is time for women's colleges, which have been, traditionally, at

the forefront of the movement toward careers For women, projecting

this as a value in itself, to initate another trend: one which emphasizes
the dynamics of human relationships (the mother~child relationship

being the most primary of these) and encourages young women to develop
their natural capacity for mothering, accepting the fulfillment of

this aspect of identity as e basic venue for mother, family and

the world beyond. it is time for men as fiwell as women to challenge

the values of the "real" world, an authority which demands measurable
performance within a highly structured framework as compensation for

the investment of time and money represented by an academic degree.

Hopefully, it is the element of perbéhal commitment which
motivates the educational process and directs it toward a search
for values, giving meaning to the experience itself. In this
sense the concept of educatiofihe an end—in-itself can be
profoundly relefant to issues of life style and quality of life,
particularly consistent with the ee1f~fulfilling character of
motherhood. I would like to see Barnard deepen its View of

education for w.men in these directions.