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as advertised in ... I 1 i You can learn more playing with blocks ~ than from educationallyblocked •a thinking From Agronomy to Zoology, anyone can become an expert on any subject under the collegiate sun, but what kind of a Man will he be? A tuned-in, turned-on, demoralized drop-out who has "gone to grass"? The seed-bed of today's educational establishment can't promise you much more. As Louis E. Raths said in the N.E.A. Journal, October 1967: "Since each person's experiences are different, we cannot be certain what values, what style of life, would be most suitable for any person." The U.S. educational establishment, not having spelled it out for itself or its undergraduate charges, makes it just as sensible for you to give today's college student a set of alphabetical blocks and Set him try to be his own "omega." In 1961, the Educational Policies Commission of the National Education Association suggested in The Central Purpose of American Education that its objectives should be to build character, create responsible citizenship, instill morality and strengthen personal liberty--all laudable--but the Commission concluded that so many choices are possible for every school that "there is no consensus regarding a basis f o r making these choices . . . " If the chairman of any American corporation addressed its annual stockholders' meeting by saying: "We agree that we want this company to make a profit, but other than that we don't know how ..." and tapered off by apologizing: "So many choices are possible there is no consensus for making these choices by your company officers ..." just how long do you think that chairman and that board of company directors would hold office? Here are some more testimonials by educators as to the irresolute nature of higher American education: "One would suppose that by now the question of educational goals would have been fairly well settled, and the problem of how to define them have found some useful answers. But the question is still very much open. The problem of goals is today, more than ever, a top priority and largely unsolved problem." Henry Dyer, Educational Testing Service Invitational Conference on Testing Problems, New York City, Oct. 1966. "Many teachers carry on their daily activities without having any idea of the changes they seek to bring in the behavior of their students. Teaching, to them, is defined in terms of content to be covered or devices to be used, rather than in terms of ends to be reached . . . " Ralph W. Tyler, School Review, Yol. 56. TO: RAMPART COLLEGE LARKSPUR, COLORADO 80118 Dear President LeFevre: I certainly am interested in knowing vyhat I can do to help improve the effectiveness of American education. So, please send me more details on the Rampart College "answer." These comments constitute a glaring indictment. What is the reason for this pervasive educationalleadership gap on the American academic scene? The pursuit of pedagogy is running second in the race for Federal aid to education. Never has so much been so eagerly sought by so many. Instead of defining and implementing urgent educational goals, the professionals, in many instances, are playing "hookey" to the Federal grab-bag. "Grantsmanship" is now the major study on a good many campuses: "Many professors think that students are just impediments in the headlong search for more and better grants, fatter fees, higher salaries, higher rank." Former HEW Secretary, John W. Gardner, Time, Dec. 11, 1964. You were young once and didn't consider yourself stupid. Today's young people aren't either. A dismaying number, of bright-minded, potentially productive young Americans on college campuses are reacting by saying, in effect: "Look, you older generation, we don't want your mess of pottage." And so, they matriculate with marijuana while they mark time in the halls of mediocrity as a better option than being coerced into the Halls of Montezuma or the ricebogs of Southeast Asia. What can be done to bridge this educational gap? RAMPART COLLEGE HAS AN ANSWER We're not knocking education. We're deeply involved in it. But, unlike many educators who have gone on record as saying, in effect, that there are no guides, no absolute principles, RAMPART COLLEGE says that there are. For instance, we say that the private property concept is a moral principle and that this principle is absolute. We specialize in teaching the "Fundamentals of Liberty" in one and two-week courses-in-residence, plus "in-plant" seminars throughout the country. Our courses are extolled very highly by the men and women who take them as a "straight-edge" of thinking to apply to the business of living, and, we add: to the living of Business. "I believe your philosophy is one of the greatest single breakthroughs ever made in man's long, hard climb out of tribalism and into the sunlight of civilization." ' That statement is from a former RAMPART COLLEGE student who now has a firm sense of the merit of private property and the moral Tightness of profitseeking. He is deeply involved in business. Another wrote: "I can honestly say the experience at RAMPART COLLEGE has been a great turning point in my life." And still another said that his experience with us changed his entire outlook on business, personal, and political affairs: j "Such an approach had never b$en offered by > any of my college professors, anything I had ever read, or anyone with whom I had ever talked. This was an entirely new way of life, a completely new philosophy." This statement keeps coming to us again and again: "I've never been offered anything, educationally, such as you offer at Rampart College." We don't prescribe our teaching as a substitute for a four-year academic course. But, we do say that if you do not have a knowledge of the principles we examine, you are inadequately educated, regardless of where you went to school or how long you 'stayed there. The young people who wrote the above letters won't be looking to government. They are happy, healthyminded young people who reflect the attitudes you would want to see in your college-trained son or daughter. They reflect the attitudes businessmen would applaud in their employees, or among college graduates interviewed by employment recruiters. But our interest is not only in the young. What we have to offer is for all who are open-minded enough to be teachable. That's why we wrote this advertisement: to announce that our highly concentrated instruction, condensed from more than 10 years of solid teaching experience, is now even available for home study. We can't begin to tell you about it here, so please fill out the coupon, or attach it to your letterhead, and we'll send you information on "Fundamentals of Liberty" and the RAMfPART COLLEGE "answer" to the educational dilemma. Robert LeFevre, President Rampart College INAME: TITLE: COMPANY: ADDRESS: CITY: STATE: . ZIP CODE:. . RAMPART COLLEGE ( I N T H E H E A R T O F T H E R A M P A R T R A N G E LARKSPUR, COLORADO OF T HE R O C K I E S ) -I A F R E E D O M - O R I E N T E D E D U C A T I O N A L I N S T I T U T I O N