EUR EUR EUR We are not likely to have lasting peace until the U.S. and its allies are stronger than all the other countries.

EUR EUR EUR If we lower our tariffs to permit more foreign goods in this country, we will lower our standard of living.

EUR EUR EUR Deep ideological differences between countries are irreconcilable.

EUR EUR EUR If we allow more immigrants to this country, we will lower our standard of culture.

EUR EUR EUR The United Nations should have the right to make conclusions which would bind members to a course of action.

EUR EUR EUR Over the next decade, we must try to make the standard of living in the rest of the world rise more rapidly than in our own country.

Among the questions TIME is asking inits survey of U.S. college graduates (see last week's Publisher's Letter) is the six-part exhibit above. This "evaluation" question is from the questionnaire (sent out to a cross-section of America's college graduate population) which the presidents of America's colleges and universities helped us develop.

When we wrote to them asking for the names and addresses of graduates, which they gladly supplied, we also asked them to tell us what they most wanted to know about their graduates. They responded with more than 800 specific suggestions. These fell into two general categories: 1) to what degree does a liberal arts education v. a more technical education help or hinder graduates in their jobs and their success in life, and 2) to what extent are college graduates assuming their responsibilities to society by entering into civic, cultural and political affairs of their communities?

There were many corollary questions : Do graduates tend to move away from the regions in which they are educated? What are their religious beliefs and practices? Would they go to the same college, take the same courses, if they could start over again? How many children did they propose to have? What changes, if any, do they think colleges should make to prepare today's undergraduates for today's world?

The sum of these suggestions reflected a real desire on the part of educators to find out the worth of the education they had given, and TIME'S questionnaire is designed to try to get the answers for them. A typical question, for instance, asks what specific occupation graduates planned in college to follow, what occupation they did actually follow after graduation and during most of their adult life, and what occupation they might follow in the future. A corollary question comes next : "Would you say that your college courses helped a lot, helped some, or none in your present occupation?"

The answers to these two questions should add more informational fuel to one of U.S. education's still unsettled controversies: the value of a liberal arts v. a technical education. This particular question was the one most frequently asked for by the educators who wrote to us.

Our questionnaire has also drawn on a series of questions that Dr. C. Robert Pace, of Syracuse University, has been developing and testing on groups of graduates for the last ten years. The question at the beginning of this Letter is one of Dr. Pace's, who is a recognized authority on measuring how well or badly different kinds of education fit people for their roles in life after college days are over. Other questions of this kind from TIME'S survey will be found on page 71 of this issue. You might like to test yourself with these "evaluation" questions and then later compare your answers with the consensus of U.S. college graduates. Write us and we will send you our survey results when we have finished tabulating them.

Cordially,

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