5 - forces the inevitable compromise between what we would like to do on the academic side and what we can afford to do with the resources at hand. Much has changed in the world in the 20 years that have intervened since I left the Stanford campus as a student. Gone is the defeatism that colored much of our thinking then, the frustration born of concern over a society that seemed incapable of avoiding economic chaos, that appeared to offer only the limited opportunities of a nation with an overbuilt productive capacity, a vanishing frontier, and declining rate of population growth. The student at Stanford today has no fear that after graduation, society will have no better use for his highly trained mind than the opportunity to pump gasoline in a service station. In 1938 we were so concerned with internal problems that we were scarcely aware that the world was about to explode around us. Explode it did, and suddenly we found ourselves in the midst of a struggle for survival. Given the stimulus of sheer necessity, we waged and won our war and emerged from it a different nation with a different outlook and with different problems. None of this changed the fundamental role of education, but more clearly than ever before, the importance of the role of education was recognized. Thinking people everywhere began to realize that the development of our human resources to the full limitations of each individual's capabilities was perhaps the most important task at hand, for, with this task accomplished in full measure, the development of our physical resources would follow. The challenge of communism, both on the political front and in the battle for the minds of men, carries with it a sense of urgency and a continuing threat that should shore up our determination to get the job done. It is sad but true that recognition of the problem has not gone hand in hand with