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THE HONORS PROGRAM
Honors programs grew out of serious discontent with the state of American higher education after the Second World War. Competition for student enrollment had sacrificed quality for numbers; many students were ill-prepared and poorly motivated; there was too much stress on social conformity, fun, and sports; rigor in fundamentals had given way to curricular permissiveness and incoherence; there was an erosion of values in the liberal arts and sciences, and a utilitarian vocationalism in the professional schools; wide-spread obeisance to conventional IQ and grade-criteria of competence was ill-placed; there began the recognition of the neglect and waste of the true abilities among the young, and the need to salvage them, discover them early, and to nurture them, so that scientific, social, and humanistic illiteracy could be halted, and that college training produce men and women of dedication and humanity rather than narrow technicians.
All this was seen then, as it is realized now, to be a distortion of our democratic ethos: the equality of opportunity confused with identity of treatment, and a reluctance to differentiate abilities and to take the trouble to study and to supply their various needs. Costly remedial courses were and are given for our least competent students. As in every group — whether it be plumbers, doctors, lawyers, or electricians — undergraduates are divided among the least skillful, the middling, and the very competent.
In 1956 the Inter-University Committee on the Superior Student was established with the University of Colorado at Boulder as its home base, and Professor Joseph W. Cohen of the Department of Philosophy there as its Chairman. With the support initially of a Rockefeller Foundation grant, and later, from the Carnegie Corporation, largely tax supported colleges and universities throughout the country were encouraged to plan academic programs