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situations which stifle the full expression of individual potentialities.

Such "talent salvage" should become a settled policy of every organization.

Every corporation, union, government agency, military service and professional group should -- in its own best interest -- conduct a never-ending search for talent within its own staff. Industry has already initiated important efforts in this direction.

In this connection one cannot overlook the significant costs that
elaborate pension and benefit plans exact by weakening the incentives of men and women to move to positions where better use could be made of their capacities and experience. There is urgent need for more vesting of pension rights, so that the employee who moves to another job need not leave behind years of accumulated benefits.

Improved opportunities for advanced education within employing organizations and under community auspices could contribute significantly to helping mature people to test their own unexplored interests and abilities and to develop their potentialities more fully. It would be helpful if we could somehow drop the phrase "I've had an education" from common usage. Education is not something one has had. It is something one keeps on having -- or goes to seed. It isn't something one stows in the freezer like a quarter of beef! A degree is not an education, and the confusion on this point is perhaps the gravest weakness in American thinking about education beyond high school.

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The problem posed by the large organization is particularly real for the most creative kinds of people. The traits commonly associated with a high level of creativity (e.g., in the best scientists) are not always such as to make for success or even happiness in a large organization. Since many large organizations today cannot function without men of these gifts, a good deal of effort has been expended to resolve this dilemma. Some industrial concerns, particularly those that depend on a high level of technological innovation, have learned much about how to attract and hold such individuals. The military, bound by many rigidities in the treatment of its personnel, has learned less. And labor unions still have much to learn if they are to develop a humane and forward-looking policy for the nature of talent within their ranks.

One consequence of the scarcity of professional skills is the hoarding of talent -- a practice visible in a good many areas of government, business and academic life. In its most blatant form hoarding involves the stockpiling of personnel in scarce categories. Thus a number of industrial firms have hired large numbers of engineers for whom they had no immediate need. The damage done to other organizations which might use such talent more constructively is appreciable but less disturbing than the damage to the able individuals who are thus deprived of constructive assignments.

There are many less obvious, less malicious forms of talent hoarding. Scientific personnel is jealously sought by different branches

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of the Armed Forces and the results of scientific research are not properly shared. Every government department now has its own staff of economists. Corporations bid indiscriminately for high talent on the campus without careful consideration as to the long-term prospects which they can offer to those talents. Universities, often within the same community, vie with one another for personnel to build up carbon copies of one another's offerings.

One obvious need is to broaden the mechanisms for sharing of personnel. Certainly there is little excuse for the absence of such sharing among government agencies. Competitive corporations may be understandably reluctant to share their scientific or technical personnel with one another, but an increased movement of able people back and forth between government and business might be a helpful step. Tours of duty of several years duration in the government might well be recognized by some corporations as a regular stage in the development of a man's career, and experience in private business might enhance the value of a career civil servant.

In academic life the sharing of intellectual talents, along lines already begun by a number of smaller colleges, and an attempt to dovetail rather than duplicate one anothers' offerings might yield important benefits. And a healthy traffic between the academic world and government is highly desirable.

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C. The Social Ceilings on Individual Performance

One of the prime sources of concern to anyone interested in the
full development of individual talent is the nature of modern society
itself. In a complex, intricately organized society, there are powerful
forces at work to smother talent, to force individuals into unproductive
ruts, to trap them in situations that do not permit exercise of the talents
they possess.

Of the innumerable changes that have occurred in our social
environment, one of the most far-reaching has been the increasing
prominence of organization in our lives. In every area of activity --
government, business, science, education, military affairs -- activity
is typically more formally structured, more bureaucratic, more "administered,"
than in the past. This is neither surprising nor in itself harmful. Deli-
cately interdependent social activities cannot exist without synchronization
and order. It is the purpose of organization to inject continuity, depend-
ability and orderliness into what would otherwise be unmanageable chaos.
It is inconceivable that General Motors should be run without standard
operating procedures, or that the Veterans' Administration should dispense
with rules and conduct its operations on an ad hoc basis.

But while the complex organization of modern society is necessary,
it may induce a kind of conformity that becomes a threat to the society's
vitality. If the whole elaborate machinery is to work, people must learn

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to cooperate, do what is expected of them, and do it promptly. The functioning of a modern city or a modern factory is a miracle of voluntary cooperation that can only be accomplished by people who have developed a deeply ingrained habit of playing by the rules, of self-discipline, and of internalized restraints. The same is true for the less spectacular functions of a mass society.

In terms of creativeness, the price of all of this may be heavy. Intricately-meshed organization is often a stifling atmosphere for the exercise of individual creativity. In the organizational atmosphere of regularity and order, the individual is under considerable pressure to conform to the group and, therefore, to gear his personal performance to an acceptable common denominator. This may yield clear benefits in smoothness of organizational functioning but is hardly conducive to the kind of originality and brilliant performance on which society now so importantly depends.

In short, the complexity of our social organization presents problems as well as opportunities for the cultivation of human capabilities. It tends to encourage effort -- but often only up to a level of average acceptability. It opens avenues of advance, but these avenues converge on the citadels of routine where the individual pace must conform to fixed traffic patterns. It stimulates self-development but threatens to define its goal as mere competence. Meanwhile the very contribution that a

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modern, complex, highly organized society most requires -- original thought and effort -- is precisely that which it unconsciously discourages.

Let us make no mistake about the alternatives. The notion that we might escape the organizational complexities of modern life is sheer romancing. Walden does not represent a live option for the overwhelming majority of us. The interlocking complexities of a modern, highly organized technological society are an inescapable part of our future: if we are to nourish individual freedom we shall have to nourish it under these circumstances. If we are to maintain some measure of individual creativity we shall have to learn to preserve it in a context of organization. It is the predicament of Christian, in Pilgrim's Progress, facing the temptations of Vanity Fair: "The way to the Celestial City lies just through this town, where this lusty fair is kept; and he that will go to the City and yet not go through this town, must needs go out of the world."

The relevant questions then become: What organizational patterns and practices may be devised that are least destructive of individual initiative and autonomy? How is it that with all our oppressive intricacy of social mechanism, a good many astonishingly free, flexible, creative and independent individuals exist -- some of them in the very heart of the great bureaucracies? How may we best prepare our young people to keep their individuality, initiative, creativity in a highly organized,

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intricately-meshed society? How may we rescue talented individuals
from the lowered aspirations, the boredom, and the habit of mediocrity
so often induced by life in a large and complex organization? How do we
shatter the informal "ceilings" placed upon performance in an organizational
setting in which order, harmony and predictability are more important than
individual achievement?

When we arrive at questions of this profundity, we are no longer
simply talking about the cultivation of talent. We are talking about some
of the gravest issues a in the future of our society. A continuing tension
between the needs of the organization and the integrity of the person,
between the effectiveness of the group and the creativity of the individual
may well be one of the most fateful and bitterly contested struggles in
our future.

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VI - MOTIVATION AND VALUES

We approach the subject of motivation and values with diffidence.
There exists little precise knowledge of human motives, though men have
hard been interested in them for thousands of years. And it is ~~now~~ to deal
with the subject of values simply and briefly.

But it is not a subject we can avoid. All high performance takes
places in a context of values. Excellent performance is an amalgam of
talent and motive, a product of ability fused with zeal. Aptitude without
aspiration is lifeless and inert.

That is only part of the story. When ability is brought to life by
aspiration, there is the further question of the ends to which these gifts
are applied. We do not wish to nurture the man of great talent and evil
purpose. Not only does high performance take place in a context of values,
but if it is to be worth fostering, the values must be worthy of our allegi-
ance.

Some of our more discerning critics are uneasy about the current
aspirations and values of Americans. They see evidence that security,
conformity, and comfort are idols of the day; and they fear that our young
people have lost youth's immemorial fondness for adventure, far horizons,
and the challenge of the unpredictable.

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The critics point to the extraordinary difficulty we are having
in persuading young people to enter some fields of work that are vital
to our future as a nation. We cannot fill innumerable important assign-
ments in the overseas activities of our government. There are not enough
able people in basic research. There are not enough able people in teach-
ing. The difficulty -- the critics argue -- is that these jobs require a
measure of sacrifice or dedication, and some deviation from the standard
formulas of American life.

The critics are no easier on their adult contemporaries. They see
Americans caught in a deep-rooted habit of conformity, and dedicated to
little more than acquiring those consumer goods which constitute the
American Way of Life as pictured by Madison Avenue.

One may wish to apply a slight discount to these alarms and
anxieties. Such self-criticism of our society is something of a national
tradition. It is unlikely that we shall ever improve to the point
where our social critics are silenced. But one would be foolish to dis-
count altogether the penetrating observations made by so many qualified
observers.

We do not need to decide whether the situation is seriously
deplorable or only mildly so. It is possible to identify a posture more
constructive than handwriting in connection with the problem.

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The unwillingness of youth to enter certain critical fields is due in part to an imbalance in our system of incentives: the skills we need most critically are not always those we reward most highly. We now look to the scientist, the diplomat, the government administrator, the military planner, and the educator for critically important achievements in society. Our scale of rewards still reflects an age when the attraction of talent into these critical fields was not accorded the highest priority. The existence of an older scale of rewards results in deflecting talent away from positions of critical importance. If school teachers are not highly paid it is at least in part because society has not yet come to esteem that function sufficiently.

The problem cannot be entirely alleviated by the increase of scientific, governmental, or educational pay. The scale of rewards in these nationally crucial tasks should be promptly -- and in some cases drastically -- improved, but the nonprofit sector of society will never be able to outbid business. Hence if the best distribution of our ablest people is to be approximated, we may have to depend in part on a new estimation of certain kinds of work and on far higher rewards of esteem and prestige in certain critical fields than now exists. The stereotype of the dowdy and fussy schoolteacher or the government petty bureaucrat may be as serious an impediment to our proper development and allocation of talent as the differentials in pay which -- because they are now

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severely out of line -- serve to reinforce and perpetuate the stereo-
types themselves.

One hopeful fact on which we may be able to build is that there
appears to be a rising proportion of the population who are motivated by
what one may term the pursuit of excellence. The rise is perhaps no more
than a rise in the proportion of the population devoted to the professions
and to similar careers involving prolonged training and highly developed
skills. It is certainly not widespread throughout the population. But
it is worthy of study and reflection.

The whole background of the professional person -- whether
doctor, lawyer, artist, teacher, scientist, clergyman or other -- conduces
to such motivation. The pursuit of such callings is conducted in a strong
ethical framework. It involves long and often arduous preparation. And
it involves a powerful commitment to the achievement of craftsmanship
in one's work. The result is -- in these fields -- a greater dedication
to work and a greater self-realization in work than is true for the popula-
tion as a whole.

This is not to say that persons so motivated are unmoved by the
more familiar incentives of wealth or prestige. These incentives are
rarely absent; but they are distinctly less prominent. Nor do we wish
to imply that the pursuit of excellence is solely the property of the pro-
fessions. It would be more accurate to say that certain ideals and

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standards and values which have characterized the best of the profes-
sions appear to be spreading into a variety of other fields. Indeed,
some observers have argued that every complex and demanding activity
in our society is in process of becoming professionalized.

A wider devotion to the pursuit of excellence as it is observable
in the best professional people would be an unqualified good. The
cultivation of excellence would make possible the resolution of some of
our more difficult social paradoxes. The striving for achievement for its
own sake would come as a valuable counterforce to bureaucratic inertia.
The estimation of work in terms of its inner satisfactions would offset
the sometimes distorting effect of economic incentives. The dedication
to self-realization would serve to give a new meaning and impetus to
the ideal of individualism in a world of growing collectivist complexion.

Those who despise our material progress and fear the growing
complexity of our society must reflect on the fact that it is precisely
these circumstances that have increased the possibility of such moti-
vations. For the proliferation of new professions and skills is directly
traceable to technological advances on the one hand, and the complexity
of social organization on the other. Hard and dull toil, and the routine
chore are slowly giving way to a new, more exacting, and more imagi-
native level of work. And those who must still engage in tasks too
cramping for the exercise of self-expression have much increased

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leisure and resources to pursue avocations of a more self-fulfilling
variety. The demands of society and the desire of the individual for
self-realization are in this particular dimension more compatible than
ever before.

The cultivation of excellence, the pursuit of achievement for
its own sake is a latent force in any society. Every society has had
its fine craftsmen. Now with the changing nature of work needs and the
social demand for skill and talent, the opportunity exists to bring that
latent force to fuller expression.

And it bears saying that among the many kinds of excellence
of which the human is capable, intellectual excellence has come to
play a uniquely important role. Intellectual excellence has not always
ranked high in the scale of values of Americans generally; but with our
rising educational level and increasing prominence of intellectual pur-
suits, there are signs that this evaluation is changing. The desira-
bility of such a change cannot be too strongly stressed. As we shall
have occasion to note later, a nation only achieves the kind of great-
ness it asks for and understands. Only if we value intellectual excellence
shall we have it.

It is clear then, that a substantial part of our task is to insure
that the individual may be exposed to a context of values in which high

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performance is encouraged. This is not wholly a problem for philosophers, though their aid is needed. It is partly a problem of educational strategy. It is essential, for example, that we enable young people to see themselves as participants in one of the most exciting eras in history. It is essential that we enable them to see that they are living out in their own lives -- in their own convictions and fears and tensions -- one of the gravest crises that has ever occurred in man's relationship to man.

Another matter of educational strategy is to insure that young people are exposed to sufficient variety and challenge in their lives -- to insure that they not be placed too early on a deadening treadmill of education, career preparation and job. Occasionally some enthusiast predicts that vocational guidance will eventually achieve such perfection that in early adolescence the youngster may be told precisely where his abilities lie, and may then be routed unerringly through high school and college, and into the one perfect job for the rest of his life. That will be a sad day. Certainly for the most talented segment of our population, we must leave ample room for the sort of lesson one learns when one goes down a blind alley of one's own choice, for the sense of adventure involved in doing something unpredictable, for the zest generated by pursuing one's own inner urge rather than doing what is sensible.

Still another problem of educational strategy is that of providing "models" for young people. The life goals of young people are in some

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measure determined by the fact that they identify themselves with
admired figures in the adult world. A society is fortunate if the adults
who enjoy the most prominent position in the public eye, who are most
appended and admired and respected are also the most suitable models
for young people to follow if the society is to meet the challenge of its
own future. It is fair to ask whether our young people can find in our
gallery of national heroes enough models of, let us say, the gifted
scientist, the dedicated foreign service officer, or the inspired teacher.
Such men certainly exist and a few have come into the public eye. But
they are usually crowded pretty well to the back of the stage.

With rare exceptions, it is probably true that a society only
produces great men in those fields in which it understands greatness.
It is not really surprising that the particular society and the particular
season in history which produced a Carnegie should have produced a
number of others with the same stamp of industrial genius. It is wholly
unlikely that the same time and circumstances would have produced a
Jonathan Edwards or a Cotton Mather. Spain in the sixteenth century
produced Cortez and Pizarro, and a dozen more who rank with the most
extraordinary explorer-conquers who ever strode the pages of history.
It is unthinkable that the same society at the same time would have
produced a Jefferson. The society that produced Jefferson produced

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Franklin, Monroe, Benjamin Rush, John Adams, and other philosopher-statesmen of breadth and brilliance. It is less easy to believe that it could have produced a Moment.

The kinds of greatness which our society produces over the years ahead will be the kinds of greatness we invite. But it cannot be a continued invitation. It will have to be securely rooted in currently held values.

If we ask what our society invites in the way of high performance we are led to some curious reflections. We are led to the conclusion that we may have, to a startling degree, lost the gift for demanding high performance of ourselves. It is a point worth exploring.

One thing that is never mentioned by the critics who bemoan our loss of dedication and high motivation is that our daily life still provides plentiful examples of individuals who have acted with spirit and dedication in the service of society's highest values. Such evidence is most dramatically available, perhaps, in wars, disasters, and in the day-to-day crises of a busy city and a busy nation. Such circumstances yield a steady flow of examples of human conduct that even the most cynical of our critics would applaud. And aside from crises, the even tenor of daily life offers many additional examples. Everyone knows a parent, a teacher, a doctor, a friend whose life is a living denial of the picture which our critics have drawn.

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In short, there is no good reason to believe that the American people are any less capable of devotion or courage or response to challenge than they ever were. But there is some reason to believe that American life today is not such as to call forth these qualities on a wide scale and in their highest form. There is reason to believe that we have lost some of our talent for evoking these qualities.

The characteristic picture of the citizen-as-consumer has taken a firm grip on the national imagination; and the consumer is, almost by definition, a devotedly self-gratifying creature. He must be constantly and ingeniously served milder cigarettes, softer mattresses, and easier-driving cars. If his dollars are to continue flowing, he must be endlessly catered to, soothed, anointed, protected, healed, caressed, and generally babied. Add to this the fact that we get on with our national life through the mediation of representatives, agents, or delegates of various sorts; and that whether these are congressmen serving their constituents, corporation executives representing their stockholders, labor leaders serving union members, or lobbyists representing their various employers, they are all committed to protecting and nourishing the interests of those by whose sufferance they hold their posts. It is their professional role to be selfish for their constituents, to prevent incursions on the comfort and convenience of their constituents.

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We would certainly not wish to have businessmen who cared nothing for the wishes of the consumer, nor representatives who cared nothing for the advantage of their constituents. The only point to be made is that the images of citizen-as-consumer and citizen-as-constituent may have led us to think of the man in the street as guided only by his self-gratifying impulses. We may have fallen into the habit of thinking that the citizen's resources of devotion are slight indeed, and that to seek to tap these resources would be, if not indecent, then politically dangerous, or at the very least futile. The result may be a national habit -- shared by political leaders, teachers, social and cultural leaders -- of underrating the capacity of the American people for devotion to anything but the more and more luxurious furnishing of their private worlds.

This cult of easiness is a wholly inadequate guide to understanding the springs of human action. What most people, young or old, want is not merely security or comfort or luxury -- although they are glad enough to have these. They want meaning in their lives. If their era and their culture and their leaders do not or cannot offer them great meanings, great objectives, great convictions, then they will settle for shallow and trivial meanings. "Our chief want in life," said Emerson, "is someone who will make us do what we can." People who live aimlessly,

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people who allow the search for meaning in their lives to be satisfied by
shoddy and meretricious experiences are simply people who have been
stirred by no alternative meanings -- religious meanings, ethical values,
ideals of social and civic responsibility, high standards of self-realization.

This is a deficiency for which we all bear a responsibility. It
is a failure of home, church, school, government -- a failure of all of
us. In the context of the present discussion, there should be a general
recognition that development of the individual's potentialities occurs in
a context of values. Education is not just a mechanical process for
communication to the young of certain skills and information. It springs
from our most deeply rooted convictions. And if it is to have vitality
both teachers and students will be infused with the values which shaped
the system.

No inspired and inspiring education can go forward without powerful
undergirding by the deepest values of our society. The students are
there in the first place because generations of Americans have been pro-
foundly committed to a republican form of government and to equality of
opportunity. They benefit by a tradition of intellectual freedom because
generations of ardent and stubborn men and women nourished that tradi-
tion in western civilization. Their education is based upon the notion
of the dignity and worth of the individual because those values are rooted

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in our religious and philosophical heritage. They are preparing them-
selves for a world in which, as Thornton Wilder said, "every good and
excellent thing ... stands moment by moment on the razor-edge of
danger and must be fought for." They are preparing themselves for a
world which has always been shaped and always will be shaped by
societies which have placed at the service of their most cherished
values a firmness of purpose, discipline, energy, and devotion.

In our pluralistic society, we would not wish to impose upon
students a rigidly defined set of values. Each student is free to vary
the nature of his commitment. But it is proper to assume that all will
share a commitment to the fundamental values on which our society is
based. It is a mistake to suppose that education may be purged of all
values as one might clear an operating room of bacteria. We will wish
to allow wide latitude in the choice of values. But we must assume
that education is a process that should be infused with meaning and
purpose; that everyone will have deeply held beliefs; that every young
American will wish to serve the values which have nurtured him and
made possible his education and his freedom as an individual.

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## II. RECOMMENDATIONS

### PART

#### TO EDUCATIONAL LEADERS

* Principals

* Superintendents

* School board members

* College and university administrators

* State and local educational authorities

* Officials of national professional associations

* Federal officials

* Legislators concerned with education

#### Financing

1. Join in a nationwide campaign of public information on the major problems of education, stressing particularly the fact that good education costs money. Only a major breakthrough in educational financing will make possible the kind of future we all seek. The financing must come from all sources -- state and local taxes, private contribution, corporate contributions, and the federal government.

#### Re-examination

2. Re-examine the objectives, practices, techniques and organization of the educational system. American education cannot maintain its vitality unless it is willing to reappraise itself unsparingly and change as circumstances demand.

#### Strengthen the Whole System

3. Strengthen education at all levels and in all significant fields. The system as a whole must retain its vitality. We need strong mathematics

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and strong English teaching, strong college preparatory work, and strong
vocational teaching. In higher education, we have profited immensely
by the diversity of the system, including the balance between publicly
and privately supported institutions. Preserve that diversity.

## Teachers

4. Strengthen the teaching profession. Encourage greater respect for teachers. Provide substantial salary increases immediately, and such fringe benefits as may be feasible. Do it now.

5. Undertake aggressive recruiting to bring able young people into teaching.

6. Reform the preparation of elementary and secondary school teachers.
What is needed is greatly increased emphasis on knowledge of subject matter; more emphasis on the liberal arts; and provision for entry into teaching through a number of paths. Reform teacher certification to remove needless obstacles and meaningless prerequisites.

7. Strengthen preparation of college teachers through reform and expansion of graduate schools and through provision of graduate fellowships.
(One significant proposal has been a program of loans for graduate students, 20 per cent of the loan to be forgiven for each year II later spent in teaching.)

8. Provide both salary and promotion incentives for teachers at all levels to upgrade themselves through summer, evening, and week-end courses.

9. Experiment imaginatively in better utilization of teachers. Establish differentials in salary and duties according to ability and experience.

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Eliminate routine tasks for gifted teachers, and supply them with teaching assistants. Experiment actively with TV and films, with variations in class-size, with alterations in the uniform length of the class hour with length of vacations.

## Facilities

10. Educate the public as to the need for greatly expanded school and college facilities. At the same time, make more economical use of existing facilities. Where geography permits, consolidate smaller school districts to obtain schools large enough to provide modern education on an economical basis.

11. In the case of higher education, expand facilities only after exploring possible cooperation with neighboring institutions. Avoid needless duplication of services. Where possible, work through regional organizations of higher education to accomplish this purpose.

## Curriculum

12. Agree on priorities in the elementary and secondary school curriculum and then stress the high priorities, de-emphasizing the lower priorities.

13. Give every encouragement to current efforts to reform teaching in various fields such as science and mathematics.

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don't reject the *idea of innovation*. The only way for your profession to maintain its vitality is to experiment actively and imaginatively.

4. Press for reform of teacher certification requirements which are needless obstacles to recruitment of able new teachers. You have everything to gain by the continued vitality of your profession, everything to lose by its decay.

5. Learn as much as you can about guidance and counseling.

The guidance function is at the heart of our kind of educational system. Learn to work with the experienced guidance experts in your school system.

6. Educate your students "to meet an unknown need." Ground them deeply and strongly in the fundamentals of your subject. By the time they are well launched on their careers the working world as we know it may have changed beyond recognition. Teach them the things that can never fail to be useful.

TO PARENTS

1. Remember that the greatest service you can do to your child, to your community, and to your nation is to "be a good family." Your child's mental and physical health, his moral education, his aspirations, his excellences and his unexpressed convictions will stem largely from the family.

2. Know your sons and daughters. Observe them faithfully and appraise them sensibly. Know their level of ability and seek the education appropriate to it.

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3. Expect the school to assist you in understanding your child's needs and shaping his educational future. If the school does not have a guidance system equal to this task, something should be done about it!

4. Accept no oversimplified judgments on your child -- no single test score, grade or diagnosis. Form your judgment over the years and recognize that it must be a complex judgment.

5. Expect that the school will provide different programs for different levels and kinds of ability. If they do not, find out why not!

6. Educate your daughters as well as your sons -- for the sake of your grandchildren!

## TO YOUNG MEN AND WOMEN

1. Seek the finest education within reach of your abilities. The world is increasingly dependent on ably educated men and women. They will be the leaders and the heroes of the age.

2. Recognize that the purpose of education is to develop whatever attitudes you possess. Life will be more exciting and meaningful if you realize your full potentialities.

3. Ground yourself solidly in fundamental subjects. Seek a breadth and depth of training that will permit you to do more than one kind of work.

4. Demand much of yourself. Whatever your level or kind of ability there is work in the world that you can do well. Discover the pleasure and pride in doing a job competently.

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5. Wake up to the excitement and challenge of your times.

There are countless meaningful jobs to be done by able young men and women of character and drive.

6. Work for something you believe in. You will work better, learn more, get more joy out of life.

TO TALENT-USING ORGANIZATIONS

1. Support the educational system in every possible way. The talent your organization so badly needs is a product of that system.

2. Do not ask the schools and colleges to train narrowly for the skills your organization uses. In a world of rapidly changing technologies, you will profit by young people broadly trained in fundamentals, capable of moving into various occupational specialties as circumstances require.

3. Extend employment opportunities to underprivileged minorities.

Seek out and abolish the secret discriminations.

4. Find new ways to use the talents of women employees. Develop part time jobs to be filled by mothers of partly grown children. Provide more professional and executive opportunities for women.

5. Experiment with better ways of using older people. Re-examine your hiring practices for people over 35. Re-examine your retirement rules, and explore the possibility of special employment opportunities for people over 65.

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6. Introduce a program of "talent salvage" in your organization.

Help people in mid-career to discover new talents, refresh the talents they have, and climb out of their ruts. Be sure that the conditions in your organization do not smother talent. Use in-service training, executive development programs, adult education, and other devices for "talent salvage."

7. Support basic research on human capacities, aspirations and performance.

TO ALL RESPONSIBLE CITIZENS

XX 1. Recognize that your society must -- in its own best interest -- move actively to free the potentialities of the individual, nurture his talent, and give him the highest education of which he is capable.

2. Understand the critical problems facing education and seek to strengthen it at all levels and in all significant fields. Our future depends on the vitality of the whole system. And it depends on immediate action if irreparable damage is not to be done through neglect.

3. Recognize that good education costs money, that you cannot get it in the bargain basement. Recognize that good teachers are the heart of good education; and good teachers cannot be had without reasonable salaries.

4. Discard the notion that a given number of years in school constitutes an education. Discard the phrase "I've had an education"; recognize that education is a lifelong process.

V - Report

March 17, 1958

5. Encourage all efforts, public and private, federal, state or local, to rehabilitate economically depressed areas, and to make your community a healthier and more decent place. Support those who work for slum clearance, for better playgrounds, the people who organize youth groups and run settlement houses; the churches and church-related groups -- all are your allies in creating a better community. There are no more effective obstacles to the realization of individual gifts than poverty, ignorance, racial discrimination, and blighted neighborhoods. And there is no healthy school in an unhealthy community.

6. Recognize that if the fate of our society depends upon high talent in certain fields, then those fields must be adequately rewarded. If our future as a nation depends upon the effectiveness of our foreign representation, then we must attract the highest calibre of man into that field. If our future depends on good teachers, then we must seek them and reward them.