It seemed to the Commission and the schools that an attempt should be made to learn whether departures from the conventional pattern of college preparation handicapped students in their work in college. The relation of school and college in American education was based upon the assumption that the skill, knowledge, discipline, habit of mind, and understanding essential for success in college depend upon the study in high school of certain subjects for certain periods of time. Here was an opportunity to test that assumption. If the graduates of the Thirty Schools were not ready for college work-, it would indicate that the assumption is sound; if they did well, there would be evidence that the assumption is untenable and that a sounder and more realistic basis of school and college relations should be established.

Other related questions called for answer. Will these secondary schools use their new freedom wisely? Can they be trusted? Will their standards of work stiffer? If these thirty schools prove that they can be trusted to use freedom sanely and creatively, will it be safe for colleges to extend such freedom to other schools? Is it possible to give more attention to present concerns of all high school pupils without sacrificing adequate preparation for those going on to college? Can practicable ways be found for colleges and schools to work together more effectively for common purposes?

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