Without exception the colleges involved state that this Study has been very much worthwhile. Although there may be doubt concerning some of the innovations in the schools, the colleges are unanimous in recognizing the growth which the schools have achieved through participation in the enterprise. The Thirty Schools fervently hope that their new work can be continued and developed more fully. This can be done only if their present freedom is not taken away from them.

The existing agreement between the Thirty Schools and the colleges expires in 1943. "What will happen then?" the schools are asking. Will it be necessary to give tip the new work, which the schools are eager to carry on, and return to prescribed courses and a static curriculum? Perhaps the colleges would be willing to extend the agreement with the Thirty Schools beyond 1943, but neither the Schools nor the Directing Committee favors continuing an arrangement involving only these schools. They hope for extension of the freedom which the member schools now have to competent schools everywhere.

This can be done. As has been suggested in these pages, t1irce steps should be taken:

First, until the purposes of general education in the liberal arts colleges are clearly defined and plainly stated, subject and unit prescriptions and entrance examinations that prescribe the content or organization of the secondary school curriculum should be discontinued.

Second, the knowledge, skills, habits, and qualities of mind and character essential as preparation for college work should be ascertained by colleges and schools co-operatively.

Third, a plan of admission should be adopted which provides the college with needed information concerning candidates, but which does not prescribe the content or organization of the secondary school curriculum.

Should these three steps be taken great progress would surely come in both secondary and higher education throughout the country. Upon this new and sound basis school and colleges would develop relations which would bring them together in mutual respect and understanding. Professors from the colleges and teachers from the schools would sit down together often to think and plan for the education of American youth. They would learn from each other. They would understand better one another's purposes and problems. Theirs is a common task, the teachers at one level, the professors at another. By deliberating together they would see that task more clearly and perform it more effectively.

During the eight years of the Study many school-college conferences have been held. They have always resulted ill increased mutual regard and confidence. For many college professors and school teachers it was a new experience to spend two days together in an atmosphere of friendly cooperation around the conference table. This sort of experience should not be rare; it is as necessary as any other conference with one's colleagues. Neither the school nor the college call understand fully or render adequately its service to youth apart from the other.

The failure of schools and colleges to co-ordinate their work has resulted in enormous waste of time, effort, and money. The tragic Consequences to thousands of boys and girls are beyond all measurement. But wastage of the nation's material and human resources need not continue. By taking time to know each other and by seeking together for solutions of common problems our institutions of secondary and higher education can bring their united strength to the service of the nation.

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