practically all governments in the developing world and many made significant progress towards this end, even if their 'official' statistics were questionably optimistic.During the postwar era, the importance of modern mathematics—especially mathematical logic, optimization, and numerical analysis—was acknowledged for its usefulness during the war. From this sprang proposals for reforms in mathematics education. The international movement to bring about such reforms was launched in the late 1950s, with heavy French influence. In France, they also grew out of a desire to bring the subject as it was taught in schools closer to the research done by pure mathematicians, particularly the Nicholas Bourbaki school, which emphasized an austere and abstract style of doing mathematics, axiomatization. Up until the 1950s, the purpose of primary education was to prepare students for life and future careers. This changed in the 1960s. A commission headed by André Lichnerowicz was established to work out the details of the desired reforms in mathematics education. At the same time, the French government mandated that the same courses be taught to all schoolchildren, regardless of their career prospects and aspirations. Thus the same highly abstract courses in mathematics were taught to not just those willing and able to pursue university studies but also those who left school early to join the workforce. From elementary school to the French Baccalaureate, Euclidean geometry and calculus were de-emphasized in favor of set theory and abstract algebra. This conception of mass public education was inherited from the interwar period and was taken for granted; the model for the elites was to be applied to all segments of society. But by the early 1970s, the Commission ran into problems. Mathematicians, physicists, members of professional societies, economists, and industrial leaders criticized the reforms as being suitable for neither schoolteachers nor students. Many teachers were ill-prepared and ill-equipped. One member of the Lichnerowicz Commission asked, "Should we teach outdated mathematics to less intelligent children?" Lichnerowicz resigned and the commission was disbanded in 1973. Nevertheless, the influence of the Bourbaki school in mathematics education lived on, as the Soviet mathematician Vladimir Arnold recalled in a 1995 interview. Before World War II, the share of university-educated people in even the most advanced of industrialized nations, except the United States, a world leader in post-secondary education, was negligible. After the war, the number of university students skyrocketed, not just in the West, but also among developing countries as well.