Evening star., 1947-12-21

cation in the United States, appoint
ed a. commission of outstanding
citizens specifically to deal with
these issues. There have been pre-
vious presidential commissions ap-
pointed to consider problems of edu-
cation, notably the National Advisory
Committee on Education, appointed
by President Herbert Hoover, which
reported in 1881, and the Advisory
Committee on Education appointed
by President Franklin D. Roosevelt,
which REPORTED in ~192c. These
earlier commissions were given re-
sronsibility for dealing with the
whole range of education. Presi-
dent Trumans commission is the
first which has given its full atten-
ton to higher education and its
report has been awaited with un-
usual interest.
Higher Education's Role
Establishing the Goals" is much
more than a rehash of truisms that
have been apparent to educators for
many years. 1t goes on to break
new ground and to suggest a num-
ber of challenging ideas. At the
same time, its premises are based
on the sound ground of solid facts
and accepted American principles.
The first part of 'Esta blishing the
Coal" is devoted to consideration
of the value and the necessity of ed
ucating our population to the fullest
possible extent. The arguments put
forth in this section of the report
are relatively familiar and seem
scarcely open to controversy, though
to have them stated so precisely
and cogently is valuable. Stress
is given to the fact that this is
time of crisis. I'm a real sense
the future of our civilization de-
pends on the direction education
takes, not just in the distant flu
ture, but in the days Immediately
ahead" Three principal goals for
higher education are given top
priority. They are to bring to
all the people of the Nation: Edu-
cation for a fuller realization of
democracy in every phase of liv-
ing. Education directly and ex-
plicitly for international under
standing and cooperation. Edu-
cation for the application of crea-
tive imagination and trained intelli-
|gence to the solution of social prob
lens and to the administration of
public affairs"
A Challenging Idea
Perhaps the most challenging
idea in this entire volume concerns
the number of young people who
should be educated at the post
secondary level. The unprecedented
increases in enrollments that have
occurred since the close of the war
have raised a serious question, not
only among educators but also
among many thoughtful citizens,
as to the probable future trends
of college student registrations. The
Presidents commission wisely re-
frains from making a prophecy as
to the numbers of students who
will be enrolled in college and uni
versity courses in the future. In
stead, a clear answer is given to
the question of how many young
people ought to be educated beyond
the completion of high school. The
conclusion is based on careful sta
tistical studies of, the mental ability
of our population, as shown by the
Army general classification test
given to millions of those who en-
tered military service. The statis-
tical processes involved are rigor-
ously scientific and will stand up
under the most careful and critical
analysis.
The figure suggested for the num-
ber of young people for whom we
should by 1860 be providing higher
education is certain at first to strike
almost every one, educators and lay
citizens alike, as incredibly and al
most preposterously high. Within
the next 13 years. the commission
says, We ought to be educating ap-
proximately twice as many as are
attending in the unprecedentedly
swollen enrollments of l947, or al
most three and one-half times as
many as were enrolled at the pre-
war peak in 1910, The goal set is
4,600, 900 students in 1860. This fig
ure, the reader must again be re-
minded, is the number who ought
to be educated, the number who
have ability to pursue courses be-
yond the high school level.
What Are the Barriers?
A detailed analysis OF the method
of deriving the estimates of 4,6co 900
students as the potential for 1850
Indicates that, quite contrary to
what is likely to be ones first reac-
ton, the estimate is actually very
conscrvatively drawn. For example.
it indicates only the number who
can profitably pursue the type Of
education which has in the past
been given in colleges and universi-
ties; it makes no allowance for in
creases that will inevitably occur
when new programs of instruction
are introduced, to develop types OF
human talent not now well served
in our college curriculums. In some
other respects the figures err. If
at all, on the side of conservatism.
There would seem, little doubt that
If appropriate facilities and condi-
tions are provided. the 4,600.0o0 stu.
dents will really be seeking higher
education by 1860.
One of the most significant sec
tions of the entire volume is en-
titled Barriers to Equal Opportu-
oities" The commission comments: !: