In his own department, Romance Languages and Literatures, the disciplines are designed primarily for training future college teachers. "But the Graduate School is very large in scope, its body is very heterogeneous, and there is no one standard student goal," Rogers adds.

Most of the other departments within the division of the Humanities likewise consider the Graduate School as specific preparation for college teaching. As one graduate student in English puts it, "what practical value has an English Ph.D. besides that of a teaching pre-requisite?"

Unfortunately, some students have entered graduate study with no decisive vocational plans, and have complicated both their own careers and the troubled of GSAS. "The Graduate School of Arts and Sciences is not a fifth year of college. The young man who has not yet found himself does not belong here," Dean Rogers believes.

On the brighter side, students in almost all fields who get their Ph.D.'s can very frequently secure placement in top rank schools usually through the GSAS appointment office. Initial salaries are likely to be disappointing to those unfamiliar with incomes in the field of education. Many men, after as many as six or seven years of graduate work, receive first-year incomes of well under $4,000.

Economists For Business

Teaching is also a popular graduate career in the Social Sciences, but some departments train students for quite different positions. Both the government and private business concerns consistently demand students in Economics, annually attracting as many Ph.D.'s as does education. Graduate work in Economics, hence, is more widely separated from undergraduate work than are most other departments, and, in its use of economic analysis, graduate study in Economics in some ways approaches the work in the Graduate School of Business Administration.

The department of History, on the other hand, is concerned with developing scholars. It aims at training professional historians, whether they will also be teachers, researchers, or even lawyers or businessmen. Indeed, nearly all the graduate students in History want to teach. But History, like other major fields, is overcrowded. There simply is not enough demand for teachers, and as a result, about a third of all Ph.D.'s in History enter careers as archivists, government workers, or sometimes, as businessmen.

Teaching Fellows

In the pure sciences, doctoral candidates rarely spend more than a year in actual courses. The remaining time is devoted to research, under close supervision by the student's faculty advisor, since the science departments feel their purpose is to train students to be competent researchers.

In view of the significance of teaching as a goal of graduate students, many members of the faculty of Arts and Sciences feel that the school should more thoroughly stress the development of future teachers.

Although a number of the graduates at some time hold fellowships that include teaching responsibilities, many more eventually enter teaching careers. In some departments, moreover, teaching fellowships were until recently considered a sort of dishonor bestowed upon students in need of financial aid, but lacking the intellectual qualities for a full scholarship.

Some significant developments have come about in the past few years to help develop future teachers. Seminar courses now stress more heavily the delivery and defense of research reports. Teaching fellows are carefully selected for their abilities as potential teachers, rather because of financial exigencies alone.

Teacher Training

As an adjunct to the teaching fellow program, some departments offer prizes for the best teaching fellows in various courses. Much as the faculty dislikes the phrase "teacher-training," a series of lectures is being given this semester, after a lapse of several years, precisely on this topic.

Another basis for controversy in the Graduate School is the University's basic philosophy of inter-grading undergraduate and graduate disciplines throughout the 100 and 200 series of courses.