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231 Annals Am. Acad. Pol. & Soc. Sci. vii (1944)

handle is hein.cow/anamacp0231 and id is 1 raw text is: FOREWORD THE impact of war upon institutions of higher education is direct and discon- certing. The brunt of war falls upon youth of the age groups that are found on college and university campuses. When, in November of 1942, the Selective Serv- ice age was reduced from 21 to 18, it was apparent that a disruption of higher education was inevitable, and that major adjustments were inescapable in the immediate future. The transformation of the colleges from a peacetime to a wartime basis gave rise to many problems, some of which had their counterpart in the experiences of 1917-18, others of which are unique to the present war period. The first purpose of this volume is to indicate the nature of these problems. The reader will find an opening discussion of how the colleges went to war, followed by a general state- ment of enrollment trends-all of which leads naturally to a description of the col- lege training programs instituted by the armed forces. Out of these background articles emerges the setting for considering the many questions that students and administrators alike have had to face, and these are discussed in the succeeding articles. But a volume that merely outlined the wartime problems and stopped there, would be of limited usefulness. The war will end sometime-one hopes in the im- mediate future. What of higher education then? The second purpose of this vol- ume is to direct attention to the problems that are likely to confront the colleges and universities in the postwar period. There is always danger that in focusing attention on disturbing influences of the moment one will overlook the fact that in spite of all the losses which accom- pany disruption there are potential gains that spring from the possibility of intro- ducing changes. The effect of the war on higher education has been adverse, no doubt of that; but at the same time, the war has made it necessary to break with traditional modes of thought and action. A third purpose of this volume, then, is to suggest ways in which higher education may capitalize on the war experience to the ultimate betterment of the colleges and universities. The war teaches many lessons and suggests interesting implications that higher education cannot afford to overlook. Perhaps this volume will make its greatest contribution if it engen- ders a new willingness to appraise education in the light of wartime problems, to the end that desirable changes may be introduced and new outlooks established. In planning such a volume as this one there obviously are difficult problems of selection. There is so much more that might have been included, had space been unlimited. Furthermore, other editors might well have made a different selection of materials and given another emphasis to the trend of the discussion. We can only plead that we believe that the topics treated here are of importance, and, re- gardless of omissions, that what is set forth should serve to stimulate discussion of matters that fully warrant the attention of everyone who is interested in what is now happening and is likely to happen in the future to the colleges and universities of this country. T. R. MCCONNELL MALCOLM M. WILLEY vii

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