Anyone who claims to be thinking about contemporary education in the colleges must level a critical eye, not only at them but also at the community they serve. The adequate definition of a liberal education is certain! y still to be made; society on the other hand has still to reach a point where it would know how to use that education if it came to exist.
The President's Committee on General Education is obliged then to see the context of its recommendations as a complex one. Our first point of common agreement as a committee, however, was that we would not attempt a theoretical study of college education but would concern ourselves with the possibilities of our own Yale situation. At the same time it was apparent that the way of Yale is only one aspect of the problem faced by every university college. And there has been in addition a growing recognition over the past few years that though the break between school and college is often divisive, it does not represent a true division -- that in order to think constructively about the first years of college we must ask ourselves how they can best use and extend the education of the schools.
Yale University, "Report of the President's Committee on General Education" (1953). Publications on Yale History. Paper 5.