Like our political society, the university is under severe attack today and perhaps for th

e same reason; namely, that we have accomplished much of what we have set out to do in this generation that we have done so imperfectly, and while we have been doing so, we have said a lot of things that simply are not true. For example, we have earnestly declared that full equality of opportunity in universities exists for everyone, regardless of economic circumstance, race or religion. This has never been true. In another sense the university has failed. It has stored great quantities of knowledge; it teaches more people; and despite its failures, it teaches them better. It is in the application of this knowledge that the failure has come.

Of the great branches of knowledge--the sciences, the social sciences and humanities--the sciences are applied, sometimes almost as soon as they are learned. Strenuous and occasionally successful efforts are made to apply the social sciences, but almost never are the humanities well applied. The great tasks of the university in the next generation are to search the past to form. the future, to begin an earnest search for a new and relevant set of values, and to learn to use the knowledge we have for the questions that come before us. The university should use one fourth of a student's time in his undergraduate years and organize it into courses which might be called history, and literature and philosophy, and anything else appropriate and organize these around primary problems.

The difference between a primary problem and a secondary problem is that primary problems tend to be around for a long' time, whereas the less important ones get solved. One primary problem is that of interfering with what some call human destiny and others call biological development, which is partly the result of genetic circumstance and partly the result of accidental environmental conditions. It is anticipated that the next generation, and perhaps this one, will be able to interfere chemically with the actual development of an individual and perhaps biologically by interfering with his genes. Obviously, there are benefits both to individuals and to society from eliminating, or at least improving, mentally and physically deformed persons. On the other hand, there could be very serious consequences if this knowledge were used intentionally to produce superior and subordinate classes; each genetically prepared to carry out a predetermined mission.

This can be done, but what happens to free will and the rights of the individual？ Here we have a primary problem that will still exist when we are all dead. After all, the purpose of education is not only to impart knowledge but also to teach students to use the knowledge that they either have or will find, to teach them to ask and seek answers for important questions,

The author suggests that the university's greatest shortcoming is its failure to______.

A．attempt to provide equal opportunity for all

B．offer courses in philosophy and the humanities

C．prepare students adequately for professional studies

D．help students see the relevance of the humanities problems