But adult education will never achieve its full potential as the fourth level of our national educational enterprise if its institutions limit their educational counseling to activity guidance. For, in the last analysis, it is only through a sophisticated process of educational counseling that individuals will be able to engage in an integrated, sequential program of lifelong learning. In education of children and youth, the sequence from one learning to another and the integration of one category of learning with another are presumably inherent in the articulation of subjects from one grade level to another and in the patterns of curricular organization (e.g., core curriculum, liberals and sciences curriculum, engineering curriculum, etc.). In adult education there are no grade levels, and the curriculum is a random mosaic of unrelated resources Scattered among scores of institutions. There is no inherent pattern that provides sequence and integration; individuals have to could their own patterns, and the only source of help in this complicated undertaking is educational counseling.