Presented is a study to investigate the usefulness of autobiographies of scholars, artists and scientists as instructional resources for general education objectives. A theoretical discussion in which a rationale for the usefulness of autobiographical materials in general education was developed. This led to the formulation of a Schema of General Education embodying the theory underlying the study, a listing of elements that could be reasonably sought in the autobiographies and desired in educational experience and the determination that a new method of assessment was needed for instructional resources to be used for vicarious experience. An analysis of 35 autobiographies was made using The Taxonomy of Educational Objectives in the identification of concrete cognitive and affective goals of concern of youth was used in the assessment of the materials. Analytic summaries were presented for all of the sample. The analysis showed that 20 of the autobiographies contained at least one experience considered by the researcher as a full Cognitive Event. Eight were rated as having high potential for vicarious affective development pertinent to general education goals. It was concluded that the method of assessment demonstrated, which identified and evaluated cognitive experiences, affective development, and congruence with societal concerns of youth, was valuable for the kind of assessment needed. (Author/EB)