W HAT is to be done with large group of young people, graduates of high school, too young for industry, who can gain little from traditional liberal-arts curriculum? Certainly it can hardly be disputed that they still have needs, more imperative perhaps than their more academically apt brethren. Experience with them has demonstrated that they are not without capacity to learn, though failure to achieve on a high level in a traditional curriculum may have discouraged them to such an extent that some have embraced apostleship of inertia. Their interests may be less various than normal group but to them these interests are no less compelling. While not a potential community of scholars, they have possibilities and we have a correlative responsibility. It used to be fashionable to dub this group the lost generation, but we are finding that it is much more challenging to fashion a school to meet their interests, needs, and capacities. Such a school is General College of St. Louis University. This paper will attempt to describe its innovations in point of view, curriculum, and method. The testing program will be but briefly alluded to, for its unique features will be described more fully elsewhere. The General College is designed primarily to provide for personal development of individual. The primary concern of instructors is to help student to know himself and his capacities, to set goals and purposes, and to achieve these purposes by applying his powers to challenging problems. Each is thus stimulated to achieve commensurate with his ability, and does not compete with arbitrary standards set in advance. Such knowledge of student presupposes a thorough testing program, of course, and strenuous efforts have been spent to make program adequate. Various tests of general academic ability have been given, together with tests of special aptitude, personality, attitude, and habits of work. The student is taken where he is in his stage of maturation, and training emphasizes maturing student's adjustment to his present environment and his problems in an evolving society. The newly organized courses, placing emphasis upon experience and marking a notable departure from