By a tremendous concentration on education, the Communists are today graduating in Russia alone three times as many engineers and scientists as the United States. When their China program matures, they will graduate ten times as many. They are graduating, at a rough estimate, one hundred times as many language specialists. When their China program matures, their linguistic superiority will be astronomical. A common reaction to this information is to draw comfort from the fact that in Communist countries there is no academic freedom. One of the great delusions of American educators has been that academic freedom is necessary for the achievement of material results. If a child is trained in habits of study, and then forced to study mathematics, science, and foreign languages, he will learn a lot whether the system is free or not. Regimentation and tyranny have always been able to achieve great things. The pharaohs built the pyramids; the Chinese built the Great Wall of China; Hitler achieved miracles in Germany, and there is no evidence whatsoever that he had any trouble controlling his educated classes. Under an authoritarian system of regimented education, the Germans made tremendous progress in the science of rocketry and electronics, and in the development of the jet aircraft. In a similar way, the Communists with their emphasis on science, foreign languages, and mathematics, are making tremendous progress. It is not a question of which system of education develops better balanced personalities. The question is: Which system of education will win this universal war? I was visiting an American college. Before I had been there ten minutes, the president told me with great pride of a young man who had brought glory and honor to their school. Wherever I went on the campus, I heard his praises sung. At last I met him, and a fine young man he was. His body was lithe and slender, and he stood some six, feet two inches tall. He was their leading basketball player. His skill at the game was so great that he had been chosen to go to Melbourne, Australia, to represent the United States in the Olympic Games in 1956. What an honor for the school! Frequently I asked, "Who is your leading science student?" He looked at me in wonder and amazement. He could not answer the question. To find out information like that a careful study of the records would be required. I want to make it quite clear that I have nothing against basketball. I think it is a splendid sport. The ability to project accurately an inflated spherical ball through an iron hoop is a remarkable gift indeed. However, it is difficult to envisage how ballistic missiles can be effectively stopped with basketballs. Faced as we are with a struggle for survival against an enemy who spares no effort to educate the young in those fields which will help to secure victory, it would seem that the scale of values in the American educational system might well be revised.