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In his plenary comments at NCHC's Washington conference (2000), Sam Schuman raised topics of compelling interest to us all: the role of honors and of the NCHC in the context of attitudinal matters in higher education generally, as he sees them. These topics are important to all of us. What individual honors programs actually do, these days, and what NCHC does for them and for honors are deeply important issues as we begin a new millennium. My response is a personal attempt to frame the issues Sam has raised, consider the same span of time he cites-the final thirty years of the old millennium-and suggest a challenge that honors might well address better than almost any other segment of the academy.