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prodding of James B. Conant, have made astounding gains-pro­gramed learning devices, films, television, teacher aides, consolida­tions, removal of ironclad conformity to the calendar, visuals, em­phasis on students learning rather than teachers teaching, and in­creased self-instruction. Shouldn't we also be able to make better use of the time of our professors? At a senior student session, prior to our board meeting, I heard one of our professors ask a senior: "What are your plans for the future? Exactly how do you visualize yourself fifteen years from now?" The senior gave a clear, concise answer. Can we trustees answer equally well for the college? What are we planning for the college's next fifteen years? What part is our college to play in education's decade of change-the change from dependence upon folklore and hunches to scientifically determined facts? Controlled experi­ments in programed learning indicate that students may be able to complete courses in half the time now required by conventional teaching methods; that students of moderate IQ can learn as well, although not so fast, as their more gifted fellow students. Maybe the terrific student attrition that colleges now suffer, between matriculation and graduation, can thus be materially reduced. What can our college contribute? Do wo have a part? Programed learning was not mentioned at our trustee meeting. Why not? What about our ratio between investment in plant and investment in tools? Fifty years ago industry invested three fourths of its capital in plant and one fourth in tools; now the ratio is reversed. Have we made similar improvement in the quantity and quality of the tools which we supply to our high-merit professors? Have we emanci­pated our faculty from repetitive chores of low productive value? The board took time to be informed about the exact cost of the alumni fund mailings but did not take time to review a report of the endowment. At the present time, no member of the board knows what is the year-by-year appreciation of the college's endowment fund nor how it compares with other colleges or with public investment funds. It is small wonder that the Ford Foundation is disappointed in the manner college boards have invested the large gifts it made to college endowments. Philip H. Coombs, eminent economist, has repeatedly called to trustees' attention that "colleges use their available classrooms at only 46 per cent of capacity and their laboratories at only 38 per cent of capacity." Presuming that the problem might be discussed at the hoard meeting, I walked through our science building during the