In Europe, between 1960 and 1980, the number of university students increased by a factor of four to five in West Germany, Ireland, and Greece, a factor of five to seven in Finland, Iceland, Sweden and Italy, and a factor of seven to nine in Spain and Norway. In West Germany, the number of university students steadily grew in the 1960s despite the construction of the Berlin Wall, which prevented East German students from coming. By 1966, West Germany had a grand total of 400,000 students, up from 290,000 in 1960. In the Republic of Korea (South Korea), the number of university students as a share of the population grew from around 0.8% to 3% between 1975 and 1983. Families typically considered higher education to be the gateway towards a higher social status and higher income, or, in short, a better life; as such they pushed their children to university whenever possible. In general, the postwar economic expansion made it possible for a larger percentage of the population to send their children to university as full-time students. Moreover, many Western welfare states, starting with U.S. government subsidies to military veterans who wished to attend university, provided financial aid in one form or another to university students, though they were still expected to live frugally. In most countries, with the notable exceptions of Japan and the U.S., most universities were public rather than private. The total number of universities worldwide more than doubled in the 1970s. The rise of university campuses and university towns was a culturally and politically novel phenomenon, and one that would usher in the political turbulence of the late 1960s around the world. After World War I, the goal of primary education in the United States shifted from using schools to realize social change to employing them to promote emotional development. While it might have helped students improve their mental welfare, critics pointed to the de-emphasizing of traditional academic subjects leading to poor work habits and plain ignorance. Such a system became less and less tenable because society increasingly demanded rigorous education. In his book The American High School Today (1959), former Harvard president James B. Conant laid out his critique of the status quo. In particular, he pointed to the failure of English classes in teaching proper grammar and composition, the neglect of foreign languages, and the inability to meet the needs of gifted and slow