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