Since Canada and the U.S. share the common problem of declining enrollment, this paper studies the current situation in the States and assesses the merits and shortcomings of the nonheroic strategy being pursued there. The author credits the failure to develop a comprehensive, coherent plan in even one state to several factors, including the presence of many participants in the decision-making process, the proliferation of educational objectives, the nonquantifiable character of educational accomplishments, and the increasingly unpredictable nature of the educational environment. He concludes that the nonheroic style has several merits, including pragmatism, but lacks the stabilizing influence of historical perspective or a sense of destiny. As an alternative to aimless drift or coercive master planning, the author suggests implementing principles based on Jack R. Gibb's trust-level formulation and outlines possible reforms. (Author/WD)