The Report begins: "Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people. What was unimaginable a generation ago has begun to occur -- others are matching and surpassing our educational attainments.

"If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have even squandered the gains in student achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament.

Our society and its educational institutions seem to have lost sight of the basic purposes of schooling, and of the high expectations and disciplined effort needed to attain them. This report, the result of 18 months of study, seeks to generate reform of our educational system in fundamental ways and to renew the Nation's commitment to schools and colleges of high quality throughout the length and breadth of our land.

"That we have compromised this commitment is, upon reflection, hardly surprising, given the multitude of often conflicting demands we have placed on our Nation's schools and colleges. They are routinely called on to provide solutions to personal, social, and political problems that the home and other institutions either will not or cannot resolve. We must understand that these demands on our schools and colleges often exact an educational cost as well as a financial one.

"On the occasion of the Commission's first meeting, President Reagan noted the central importance of education in American life when he said: 'Certainly there are few areas of American life as important to our society, to our people, and to our families as our schools and colleges.' This report, therefore, is as much an open letter to the American people as it is a report to the Secretary of Education. We are confident that the American people, properly informed, will do what is right for their children and for the generations to come."

Unfortunately, in the 18 years since inssuance of this Report, only some speeches have been made and fiddling of scores. Apparently no attempt has been made to cencentrate on the mathematics of role-playing and choice-making essential to perform adequately as citizen in a Republic and a Consumer in a Market Economy, even though this mathematics has existed for over 250 years and uses only elmentary arithmetic to impliment. (On several occasions, I've conducted a mathtivity on this subject with Third Grade children.)

To make a comparison, suppose parents only taught children how to pick berries and fruit from bushes and trees in the wild, dig roots from the ground, and scrape marrow from animal bones found here and there. Suppose businesses directed their personnel only in bartering. The typical arithmetical problems in our schools go back to ancient Egypt, Babylon, and Sumeria. You'll find nothing in this Report about this last situation. Is there a Coverup?

Do you care? Do you dare? Read and heed.