It would be interesting to discover how many young people go to university without any clear idea of what they are going to do afterwards. If one considers the enormous variety of courses 62 , it is not hard to see how difficult it is for a student to select the course most suited to his 63 and abilities. If a student goes to university to acquire a broader 64 of life, to enlarge his ideas and to learn to think for himself, he will 65 benefit. Schools often have too restricting an atmosphere, with its time tables and 66 , to allow him much time for independent 67 of the work he is asked to do. Most students would, I believe, 68 by a year of such exploration of different academic studies, especially those "all rounders" with no 69 interest. They should have longer time to decide in what subject they want to take their degrees, so 70 in later life, they do not look 71 and say, "I should like to have been an archaeologist. 72 I hadn’t taken a degree in Modern Languages, I shouldn’t have ended up as a(n) 73 , but it’s too late now. I couldn’t go back and begin all over again." There is, of course, another side to the question of how to make the best 74 of one’s time at university. This is the case of the student who excels in a particular branch of learning. He is immediately 75 by the University of his choice, and spends his three or four years becoming a specialist, emerging with a first-class Honour Degree and very 76 knowledge of what the rest of the world is all about. it 77 becomes more and more important that. If students are not to waste their 78 , there will have to be much more 79 information about courses and more advice. Only in this way can we be sure that we are not to have, on the one hand. a hand of specialists 80 of anything outside of their own subject, and on the other hand, an ever increasing number of graduates 81 in subjects for which there is little or no demand in the working world.