The last 10 years have been a distinctive decade in American education. There was much argument for change in the 1950s, but it was Sputnik that sparked action in the field of education. The assumption at that time was that if the U.S. was technologically "behind," the schools were to blame. Federal funds for schools began as an "emergency" measure. These funds were renewed year after year until, by 1964, they had taken on the characteristics of a permanent federal allocation. By the end of the Kennedy administration and the beginning of the Johnson administration, "national defense" was perceived in more subtle terms. It became evident that there were also domestic problems that could cripple our society. Equality of educational opportunity became very important. Much legislation was passed at that time and the field became saturated with innovations. In a few years, however, students began protesting "lack of relevance" and it was alleged that differences among schools didn't make much difference. We have now entered a period of reaction--a desire to "return to the basics." To advocate a return to "traditional" education, however, is to ignore all that has been learned in the past 10 years. Specifically, we know that each student has differing aptitudes for different subjects. The task for the 1970s is not to go back to basics; it is to use well-planned programs of educational improvement such as individually guided education (IGE) to move forward to basics. (PB)