Suchergebnisse

Mauriac, and probably several thousand other Frenchmen, have remarked that what worried them most about the United States and Russia was not the respects in which these countries differed but rather that they were fundamentally so much alike. If Mauriac had studied the history of the land-grant colleges and universities, he might have concluded that they were both the most Russian-like and the most thoroughly American sector of our education. Where else could one find schools so materialistically oriented or so (almost) successfully Jacksonian? To look at their history and their impact on American economic life over the past century is to examine a roaringly optimistic and an almost frighteningly successful endeavor to create the men—and the women—for a mass economy.

A framework for analysis of the components of private & soc returns to educ, & their interrelationships. Specifying that because of interaction phenomena, total returns will differ from the sum of individual returns, we may set up the identity: S' + S' = A' + A' + D' + D', where S refers to true soc returns, A is the sum of private returns, D is the discrepancy between S & A, & (') & (') refer, respectively, to monetary & non-monetary components of returns. It is shown that while the value of D' will normally be positive in the long term, in a dynamic society (as educ as a whole expands), presumptive discrepancies can be negative in an advanced industrial economy with strong demands for high-level skills. The components of A' are systematically presented, noting their possible negative, as well as positive, aspects. Taking interactive factors into account, the weight of the presumptions is found to be toward a positive S', but not necessarily a positive D'. AA.