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Fundamental conflicts in the functions of the U are discussed. It is asserted that the question of U governance will resolve itself into that of whether a morally defensible ordering among those functions can be achieved & made viable under the actual conditions of Amer society. If it cannot, then the passage of the U system should not be greatly mourned nor unduly delayed. The educ'al system has played a complex & delicate role in mediating among competing hostilities & ideological problems. In view of rising pressures & demands it is no longer able to do this successfully. Only 2 possibilities remain: (1) the U learns to respect a less rationalistic definition of cognition as an acceptable means toward academic achievement; (2) society learns to respect personal, idiosyncratic ways of growing up & learning outside degree-granting instit's. If the principle is c accepted that the U is to be maintained as virtually the sole channel of mobility, then the U must respond to demands for variation in the definition of achievement. The current academic conflict is rooted in the U's function in transmitting vocational opportunity to members of a society in which personal advancement is the major basis for self-esteem. This conflicts seriously with the U's functions in providing econ opportunity in an egalitarian society. Competition poisons community. While structural alterations have been initiated at most Coll's & U's, moral responsibility has not yet been elevated over empirical mastery. Power within the U still aligns itself to power outside it. M. Maxfield.