The restoration of academic and intellectual quality in higher education is considered in regard to educational reforms, the undergraduate curriculum, organized out-of-class life, faculty and college teaching, academic leadership, centralized/decentralized organization, accreditation, governance, and graduate education. It is suggested that in three types of institutions academic quality matters are of critical significance: publicly supported two-year community colleges; small privately supported liberal arts colleges; and new privately supported, tuition-supported institutions created since about 1970 to serve new clienteles (i.e., humanistically oriented liberal arts colleges, and law schools designed for part-time students with courses taught by part-time faculty). It is suggested that until about 1970, there appeared to be essential agreement in 20th century colleges and universities as to their central mission and purpose. Beginning in 1970, a substantial wave of anti-intellectualism was embraced by professional educators. In regard to teachers, much of the reforming literature seems to ask that they should also be capable of facilitating development of a wide range of human feeling and emotion. It is proposed that for purposes of maintaining academic quality, as well as institutional survival, a strong centralized administration is needed for some functions, like budgeting and personnel policy formation, while academic quality decisions should be made by subordinate academic administrative units. Supra-institutional coordinating councils, statewide boards, and trustee boards are also discussed. (SW)