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‘ EDUCATIONAL BULLETIN.

 

 

 

 

 

 

A REPORT OF THE THIRD ANNUAL

ADVANCING EDUCATION
IN KENTUCKY

CONFERENCE

3 Published by
7:55 I DEPARTMENT OF EDUCATION,
ROBERT R. MARTIN

Superintendent of Public Instruction
Frankfort, Kentucky

 

 

 

 

 

—

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

PO STMASTER: SEND NOTICES OF
CHANGES OF ADDRESS ON FORM 3579

VOL. XXVII JANUARY,’ I959 NO. I

LIBRM“
IIIIVFRSIT‘I of KENTIICKV

 

  

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UNWERsm 0 KENTUCKY

 

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 FOREWORD

In August 1958 the State Department of Education, in coopera-
tion with the University of Kentucky, the five State Colleges, the
Kentucky Education Association, the Kentucky Congress of Parents
and Teachers, and the Kentucky School Boards Association, spon-
sored the third conference on Advancing Education in Kentucky.

Since new and increasing emphasis has been placed upon the
importance of the curriculum, this conference was devoted to “New
Horizons for Today’s Curriculum.”

It is quite significant that all the addresses and group discus—
sions were centered around the need for scientists and mathemati-
cians but at the same time stressed the importance of developing
leadership in all fields. This worthy objective will demand a bal-
anced curriculum designed to meet the needs of all the pupils in the
schools of our State.

This publication is a compilation of the addresses, and panel and
group discussions presented at the conference. It is hoped that the
material herein will be useful to the members of the profession as
they strive to improve educational opportunities for the youth of
the Commonwealth.

Robert R. Martin

Superintendent of Public Instruction

 

  

 

 

 

TABLE OF CONTENTS

Remarks of Presiding Officer and Introduction of Keynote Speaker
Don C. Bale, Head, Bureau of Instruction ................................

    

1

Keynote Address of the Advancing Education in Kentucky Conference

Robert R. Martin, Superintendent of Public
Instruction

 

SYMPOSIUM
Today’s Problems and Issues in Curriculum Planning
Omer Carmichael, Superintendent, Louisville

2

City Schools, Moderator .................................................................... 10

ADDRESS
The Russian Scene and Educational Issues
Lawrence G. Derthick, Commissioner
Office of Education, United States Department of

Health, Education, and Welfare ........................................................

BANQUET ADDRESS
The Door Knob Curriculum
Harry Sparks, Department of Education, Murray

 

State College ...........

SYMPOSIUM ,
Action for Curriculum Development—Progress Reports
Research Report—Curtis Phipps, Director

Division of Guidance Services ......................

State Committee on Accrediting Standards For the
Total School Program—Donald E. Elswick, Director

Division of Instructional Services...

State Advisory Committee on Program of Studies For
Kentucky Schools—Claude A. Taylor, Assistant Director

Division of Instructional Services ............

ADDRESS
Promising and Forward Looking Curriculum Practices
Rodney Tillman, Executive Secretary Association

for Supervision and Curriculum Development ............................

SUMMARY OF THE DISCUSSION

 

Group Reports

APPENDIX
Copy of Program, Advancing Education in Kentucky
Conference

 

17

20

23

26

27

30

36

  

 30

36

40

REMARKS OF THE PRESIDING OFFICER AND
INTRODUCTION OF THE KEYNOTE SPEAKER

by
Don C. Bale,
Head, Bureau of Instruction

Ladies and Gentlemen, the Third Annual Advancing Education in
Kentucky Conference is now in session.

We in Kentucky have every reason to be proud of the fact that the
importance of high quality instruction has been one of the most outstand—
ing considerations in our program of public education during the last two
and one-half years. Moreover, as a result of this emphasis, we are taking
a close look at our instructional quality long before the events of the
last nine months created wide public interest in the quality of schools in
this nation.

The Foundation Program -— fully financed, came as a result of an
immense impulse in behalf of better education in Kentucky and that
popular mandate gave to the profession a wonderful instrument. But
as all of you know, it was only an instrument and it remained for the
leadership to use it wisely. You are a part of that leadership, and you
know that the instrument has been used to create something better for
the youth of this state.

You also know that administering the Foundation Program was
merely a means to an end. The chief end for which this new system was
inaugurated was to facilitate learning. Since the Foundation Program is
a financing instrument; as such, its force as an instructional implement
could easily have been neglected and its fruits unsustained. This has
not been the case because we have had a Superintendent of Public In—
struction with a broad understanding of the over-all problem, and a
keen insight into the final objective —— better education. His design for
better education in Kentucky is well known to you. On many occasions
he has pointed out that good classrooms, good teachers, and adequate
instructional supplies are the essence of our goal. His record has upheld
his convictions. In the area of instruction, under his leadership, we have
initiated the total system evaluation, the committee system for studying
accreditation standards and program of studies; have placed emphasis
through other committees, on moral and spiritual values, citizenship, civil
defense, and have seen our guidance, physical education, in-service, art,
and music programs expand and improve.

The Advancing Education in Kentucky program is another example
of our superintendent’s desire for better instruction and he has not
only interpreted this program well to the profession itself, but through
a public relations program, has also interpreted it to the people as well.
Kentuckians are better informed about education; they are more sym-
pathetic to its problems, and they are more concerned with its future.

There are many things that this man has done for education in
Kentucky. I count it a special distinction to introduce to you now,
Dr. Robert R. Martin, Superintendent of Public Instruction.

1

 

    
 
  
  
  
  
 
 
 
    
   
   
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 

 

Keynote Address
Advancing Education in Kentucky
NEW HORIZONS IN CURRICULUM CONCEPTS

by
Robert R. Martin
Superintendent of Public Instruction

In a book written by George S. Counts and J. Crosby Chapman and
concerned with some principles of education, a schoolmaster is depicted
as greeting his pupils with this question:

“What would you learn of me?

And the reply came:

How shall we care for our bodies?

How shall we rear our children?

How shall we work together?

How shall we live with our fellowmen?

How shall we play?

For what ends shall we live?

. . . . And the teacher pondered these questions, and sorrow was in his
heart for his own learning touched not these things.”

This same idea is the purpose of the conference this year — to spend
some time in discussing and planning together for New Horizons in
Curriculum Development.

We have seen during the last twenty-five years, new and increasing
emphasis placed on the importance of the curriculum. For some of those
years the curriculum and its place in the school was primarily the
province of educators; theirs were the voices heard, albeit not always
listened to. In more recent times, curriculum has become the avocation of
everybody from the man in the street to the presidents of our great
corporations.

Thus where once upon a time, the objectives of education were
relatively static and moderately unchanging, the curriculum needed little
revision in order to achieve a satisfactory measure of success in meeting
those static objectives. There was no argument with the status of either
the curriculum or educational objectives because there was neither social
nor cultural motivation for changing them.

No longer is this true, and many schools are faced with varying
degrees of the same frustrations as faced the schoolmaster —- their pro-
grams and their philosophy have not properly equipped them for meeting
the requirements of youth today.

Now why should this be so?

There are a multiplicity of reasons, of course. Some of them lie in
the area of administration and finance and include basic problems that
cannot be solved within the framework of the educational structure alone.
Such problems are primarily the result of constantly increasing school
enrollments. These are quantitative matters that must be met by a

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combined effort of educators and public alike. Efforts to solve these
quantitative problems must be coordinated with efforts to solve quali-
tative problems, otherwise no educative program regardless of its design
for instructional effectiveness and social value can achieve either of
those general goals.

While the problems of providing facilities for meeting quantitative
needs are fairly well defined and understood, those relating to educational
quality are more complex, and in any discussion of quality, curriculum
emerges as a dominant issue.

Someone has said that all problems relating to curriculum can be
listed under three general questions: First, What shall we teach?
Second, How shall we teach it? And third, How well are we teaching it?
Perhaps this is an oversimplification. It leaves out the all-important
question — Why should we teach it? Stated another way, we must first
decide what are our objectives —— that is the ‘Why’; following that we
can and must be concerned with content, methods, and evaluation.

WHY SHOULD WE TEACH IT

When we arrive at a decision regarding our reasons for teaching a
specific course‘of study, we will have accomplished a large portion of
our task as developers of a curriculum because methods and content
must follow the pattern set by those reasons. Evaluation will determine
how well the reasons are being met and revisions can then be made as
the cycle begins again.

Our reasons for teaching a specific course of study are obviously the
objectives of our curriculum. As all of you are well aware, the objectives
of education today are an endless subject of debate and discourse. “What
should our schools accomplish?”, was one of the basic questions in the
White House Conference agenda; it is the first question of importance in
curriculum planning.

Consider with me briefly this matter of educational objectives as it
relates to the task of developing curriculum.

I said previously that there was a time — not too long ago —- when
the objectives of education were relatively static. In that era, and for
half a century prior to it, the school’s basic purpose was to prepare
persons for college. Its philosophy held that persons who did not plan
to go further in education would be better for having been exposed
to the rigors of rigid disciplines with classic contents. American educa-
tion was thus merely reflecting the idea that fathered it.

Although Thomas Jefferson believed in a democratic ideal for
education and this ideal became fused in the American mind, it did
little to. revise the classic philosophy. In fact, when American political,
economic, and social thinking began to venerate the theory of “rugged
1nd1v1dualism,” democratic concepts of an education—for-all as defined by
Jefferson, lent itself well to the tenor of the times. Education was an
individual function and the emergence of the high school only enhanced
the predominant idea that persons of ambition and intellect could be
prepared for higher learning. The elementary school was thereby thought
to serve the needs of the many — the high school, the needs of the few.

3

 

  

This pattern of divisionary and selective education became well estab-
lished in the cultural soil of America because the culture itself was not so
complex and diversified. We still find much evidence of it in the present-
day curriculum. One example, as defined by an Illinois University profes-
sor, concerns the practice of debate in our high schools. Where there was
once a time when debate was a useful social tool—a time when there was
limited means of communication, there is today no similar social logic.
There is rather a need for understanding the principles of panel dis-
cussions, symposiums, and forums. In an age of television, the process of
‘opening statements’ and ‘rebuttals’ is as outmoded as the Chautauqua tent.
Why do we continue to teach it? Because many of our objectives still do
not satisfy the criterion of social adequacy but are carry—overs from a
former age.

The objectives of education today are no longer the province of
educators. Indeed most educational objectives are not defined by
educators, but by social groups, pressure groups, organizations, corpora-
tions, individuals, and individuals in groups. Following the standard
salutation regarding the weather, the next topic of conversation on many
of this nation’s street corners today is —— quote, What’s wrong with
education anyway? Unquote. There usually follows, if time permits, an
individual philosophy of education full to the brim with what’s wrong
and what needs to be done and often the opinions expressed merely
reflect the point of View of the individual’s group. It may be labor,
management, or the Society for the Prevention of Cruelty to Animals.

One disturbing element in this picture is a growing and irrational
attitude to return to the methods and content of a former age. It is

irrational because it is like expecting to make a fortune from the manu-
facture of buggy whips.

In the area of curriculum, the term “Social Perspective” has much
significance for educators. B. Othaniel Smith has defined this term as
“ . . . the basic orientation of the curriculum.”1 He discusses it in terms
of being able to discern the signs of transition that indicate cultural
transformation. These are the things that shape our future or at least
influence the patterns of human relationships in times as dynamic as
these. Some of these developing patterns of transition are:

1. A growing dependence on each other with its counterpart of
specialization in labor, commerce, industry and responsibility. No
longer does the individual control the economic climate of his own
productiveness; nor does he maintain independence in social and
cultural matters. He lives in an ever-growing society of interde-
pendence and if public education is to serve his needs, it must do so
in terms of this condition — not in terms of a by-gone era when the
opposite condition was a reality.

2. There is — along with this interdependence —— an increasing
desire for economic conformity at least with respect to material
well-being. In a society wherein each of us is equally dependent on
others of us, it stands to reason that if the prosperity of some of us

1. Smith, Stanley & Shore, Fundamentals of Curriculum Development, World Book
Company, Yonkers on Hudson, New York, 1957.

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breaks down, the prosperity of all of us is threatened. Under
specialization even with automation, there are a great many more
producers than ever before. This is the result of (the mass productive
system with its assembly lines and new technology; but more
important, it is made possible by the fact that there are more
consumers who use the products that they make. Credit policies
have encouraged this process and the interpedendence is increased
and multiplied. It has spread to practically every aspect of society
and has helped to create new complexities.
3. Another sign of transition is a definite emergence of public
impatience with discrimination against race, creed, and color and
these minority groups are asserting their rights to the things ap-
parent in democratic ideals. The old mores and social customs
cannot withstand the onslaught of an enlightened public opinion
which is the target of that little electric window known as tele-
vision. _
4. The advent of rapid transportation and communication permits
the youth of today to get a better understanding of persons and
events around the world. The effects of this have lead to ‘world-
mindedness’ on a grand scale and have resulted in new and vigorous
demands for the settlement of international controversy by some
form of adjudication. This kind of progress will of course, be
tedious and tense, but the shape of the pattern is unmistakable.
The handling of the current crisis in the Middle-East is a manfesta—
tion of this pattern and the effectiveness of the United Nations over
the last dozen years is a further indication that world order may
be a reality in our time.
5. There are new values emerging out of the changing cultural
scene and resulting from phenominal advances in science and
technology.1
These are the signs of transition and dictate the conditions of the
future. Any discussion of redeveloping a curriculum that does not take
them into consideration is meaningless and useless.

THE TASK OF EDUCATION IN THIS TRANSFORMATION

The task of education in this cultural transformation is not an easy
one. It is true that there have been upheavals before. History is full of
them from the passing of Greaco—Roman civilization through the Renais-
sance, the Reformation, and to the industrial revolution and the rise of
nationalism in our own time. If the present period of change was like
others in kind it is vastly different in degree.

As in other periods of change, men today find themselves in a new
economic and social status and they have managed to adjust to this new
status with some degree of success. There is a new adjustment demanded
by the present cultural metamorphosis that is more profound and more
subtle than in any previous period. One might call this new demand
‘psychological accommodation’. It could be defined as the ability of man

not to lose his sense of personal importance.

1. Ibid.

 

  

The United States has found itself geographically well suited to the
demands of the new technology which is the motive power for the
cultural alterations now in process. With a wealth of natural resources
and productive know—how, the United States possesses unlimited power
and as a result, the exemplification of changing social and economic
patterns is nowhere more apparent than in our own nation. In the midst
of this wealth, the individual should feel a new sense of importance and
stability but this has not been the case. Instead, there is ample evidence
that individuals have never felt more insecure or less confident.

Our task as educators is to make available to our students the means
by which man can recapture his own sense of importance and significance
in a rapidly evolving environment.

THE CURRICULUM MUST BE DYNAMIC

If this is our task —— to help man make the psychological accommoda-
tion that is necessary to his own sense of common purpose in life, what
kind of curriculum must we develop?

First of all, it must be dynamic; it must be adaptable to the constant
changes that are occurring; it must satisfy the criterion of social adequacy.
That is, it must meet conditions as they are — not as they were. It must
meet the needs of all — the academically talented as well as the vocation-
ally minded; the exception, the average, the dull, the poor, the rich, the
white and the colored. The kind of curriculum that will accomplish this is
certainly not the only important consideration. The curriculum itself can
only help in meeting the task. Other elements must share the burden of
the job. What kind of high school organization? What kind of teacher
and what services will be required other than instruction?

The answers to these questions seem obvious. The high school must
be comprehensive. The extremely small high school cannot do the job.
The teacher must be competent and well-trained for his role in the
dynamic program. There must be a realistic and functional program of
counseling services available and this guidance must be integrated in the
over—all program. The curriculum must be thorough and broad enough
to accommodate the variety of interests and abilities that will be ex-
hibited by the enrollment. Such a curriculum must be several—sided,
but throughout, it must provide the student with knowledge that is
useful, practical, and disciplined; with experiences that are wholesome,
and with concepts that point toward the formulation of good judgment.
This is the kind of curriculum we want — one that provides knowledge,
experience, and judgment.

THE CYCLE 0F CURRICULUM DEVELOPMENT

To insure that the curriculum will be dynamic, we cannot initiate
a particular program of studies and then forget it for twenty years,
making changes 1n it only when we are forced to do so. If the curriculum

is to be truly adaptable to the times, we must follow a definite cyclical
procedure in its development.

There are four basic steps in this cycle. First, we must define our
objectives, second, we plan around these objectives; third, we develop
programming, and fourth, we evaluate our over- all effort. In the light of

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the fourth step, evaluation, we should then be in a position to reappraise
our objectives and revise them in the light of what we have learned.
This is a continuing process and it must be a continuing process if we are
to have the kind of curriculum that does the job we believe it should do.

THE DEPARTMENT OF EDUCATION AND CURRICULUM

I have tried briefly here to discuss something of the philosophy of
the Department of Education in the area of curriculum. Such a philosophy
is consistent with the thinking of a great many of our educators today;
our problem is well—stated in Chapter 6 of the 1958 Yearbook of the
American Association of School Administrators, The High School in a
Changing World, by this question: “Shall the educator stand on the
safe ground of the past, transmit its values. state its problems, and
rationalize its solutions; or shall he brave the future and accept the risk
of failure in the establishment of any values, or the definition of any
problems, or the presentation of any method of reaching solutions?”

The answer is obvious to us. The “safe ground of the past” is safe
only because it is past. You cannot transmit the values of the past and
also expect them in every case, to be the same values that are needed in
the present any more than you can expect the values of the present to
also be the values that will be required in the future. Does that mean
then that there are no lasting values? Certainly not — but neither does
it mean that all values are lasting.

THE COMPREHENSIVE HIGH SCHOOL

In the Department of Education we believe that a high school, if it
is to serve the needs of all, must be a comprehensive high school. The
comprehensive high school, however, does not refer to mere size alone
but to shaping the program, services, and effectiveness of large schools so
that there is balance between size and scope.

During the past ten years, we have seen more than a 100 per cent
increase in the number of schools with enrollments over 300. In 1946-47
there were only 75 high schools in Kentucky with such enrollments. In
1956-57, there were 168. There is every indication that not only will this
trend continue but enrollments in such schools will also grow so that

many schools will find their enrollments reaching 500—800 within the
next few years.

Some of these schools are in fringe areas, or in suburban residential
sections adjacent to urban industrial areas. These schools face many
problems that are totally different from those faced by growing schools
in rural or static communities. Nevertheless, there are many services they
must provide and many needs they must meet that are common to both.

The needs that the high school of today must meet are, of course,
varied but if we are to adhere to the generally accepted idea that society
requires of its members, the development of their maximum potential in

certain skills, we must be able to define such skills for curriculum
purposes.

' .Again, the 1958 yearbook of the American Association of School Ad-
ministrators gives us a rather good list of such skills; they are:

7

 

  

1. Technological skills —- Relating to a better understanding of the
world of work.

2. Adaptability to mobility — We are a nation of ‘movers’; students
should have help in planning for resettlement.

3. World responsibilities —- Traditional methods of teaching civics
and history apparently have not had enough effect in developing better
understandings of our nation’s role in world affairs.

4. The Armed Services — We know that compulsory military train-
ing offers much concern to our youth and we should give this concern
more significance.

5. Family Living -—— When given the opportunity, youth shows a
keen interest in matters relating to family life and the role of the family
in our society.

6. Group—working skills — It is axiomatic that as citizens, our
students will become members of a number of organizations and groups;
understanding of the individual’s role in groups is a definite need.

7. Emotional Maturity — Our schools can contribute to emotional
maturity by providing students with opportunities to come to terms with
themselves and act on the basis of intelligent thinking.

8. Creative thinking — Too often we unconsciously stifle creative
thinking in our students by limiting their discussion of challenging issues
and opinions and by discouraging them from examining controversies.

9. Making decisions — This is closely associated with “emotional
maturity”; but it deserves attention as a specific skill since today’s
citizen must make a great many personal, political, and social decisions
and make them more often and more rapidly than in any previous
generation.

10. Using money wisely — Today’s high school student, as all of you
are aware, has more money to spend than his parents had (and I some-
times think they have more now than their parents have). Also, when
they enter the world of work, they will probably get beginning salaries
higher than their fathers and mothers received after many years on the
job. This is a definite area of instruction.

These are some of the skills that the comprehensive high school can
successfully provide, but they are skills that all schools should provide.
The program in a comprehensive high school should offer forty or fifty
units of credit covering a variety of subject matter; it must have a high
quality, effective guidance and testing program to determine who will
take what, and why, and such services should enable the administrative
staff to change a student’s program if it is not satisfactory.

NEW HORIZONS IN CURRICULUM

I believe that our philosophy regarding curriculum is fairly well
defined. Moreover, policies of the Department of Education, regulations

of the State Board, and the same in local school districts are sound as.

they relate to curriculum development.

These things have been pointed out before. In the first Advancing
Education in Kentucky conference held in August, 1956, when many

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considerations were given to ways and means of improving the status of
education in Kentucky, discussions of curriculum occupied a significant
place. Again last year when at this conference emphasis was placed on
the improvement of instruction, curriculum concepts were a major
force in your deliberations.

Now in examining in more detail, the importance and substance of
the curriculum, I want to bring to your attention a few of the things that
I consider to be NEW HORIZONS IN TODAY’S CURRICULUM.

First, I believe COOPERATION is essential. If this is not a ‘new
horizon’ in the usual sense, let us make it one. Last August at the second
annual meeting of this conference, I said something about cooperation
that I believe bears repeating now. I said. “In addition to a clear vision
of our task, the courage to face facts and to act in light of them, we need
cooperation in solving this problem of quality instruction.” I repeat,
without the cooperation of educators throughout the length and breadth
of this Commonwealth as our number one HORIZON, we can forget all
others as a waste of effort.

Second, a COMPREHENSIVE HIGH SCHOOL. I have talked in some
detail of the importance of a school offering a program comprehensive
enough to meet the needs of the individuals in terms of their future
social well being.

Third, WORLD MINDEDNESS. Though I have also touched briefly
on this ‘horizon’, there is one disturbing factor relating to it that I also
want to mention. In an age when the United States finds herself in the
position of a ‘super-power’ among nations of the world and the acknowl-
edged leader of free world opinion, there is a glaring paradox in the
programs of our high schools. I refer to a lack of emphasis on foreign
languages. It is vital that we make languages available to our youth for
they are growing up in the world — not just in the United States.

The fourth and last HORIZON, I will call QUALITATIVE BALANCE.
Certainly we must give more attention to science and mathematics in our
high schools because it is our responsibility to identify through these
programs our future doctors, engineers, scientists, and technicians; but
we must also remember to identify along with these people, our poets, our
teachers, our laborers, our plumbers, our truckdrivers, and our service
occupations. We must never lose sight of the basic tenet of democracy —
that all of our citizens are contributors and creators in our way of life.
As such, each is responsible for a portion of the function of our future.

In closing may I leave you with this thought which, in its simple way,
defines that which we want the youth of this state to understand. As
expressed by Paul Harvey, it goes this way:

“Some day, I hope to enjoy enough of what this world calls success so
that somebody will ask me= ‘What is the secret of it?’ I shall say simply
this: ‘I get up when I fall down.’ ”

As always it has been a happy privilege for me to address you.
I am sure that as you meet together here in the two days of this confer-
ence, you will again make a lasting contribution to the noble effort of
advancing education in Kentucky.

 

  

SYMPOSIUM

Today’s Problems and Issues in Curriculum Planning

Moderated by —— Dr. Omer Carmichael, Superintendent,
Louisville City Schools

Members of the Panel: Dr. M. M. White, Dean, College of Arts am
Sciences, University of Kentucky — Highs
Education
Mr. Marvin Dodson, Executive Secretary
Kentucky Education Association
Mrs. Raymond Bolton, President, Kentuck
Congress of Parents and Teachers
Dr. Charles Youmans, International Busines
Machines —— Industry
Mr. Turner Hatcher, President, Kentuck;
School Boards Association

Dr. White:

In terms of the over-all objective of the secondary schools, you,l
or anyone else can find plenty of shortcomings. Of course the school
have failed to attain their objective in many, many cases just as th
liberal arts college, be it state or private, has