The Ph. D. Degree

T HE fundamental issue which presents itself in a consideration of the status of the Ph.D. degree is whether it serves the purpose for which it was originally established. This purpose was to train students in the methods of research and the advancement of knowledge. In practice, because of requirements established by a variety of accrediting bodies, the Ph.D. has come to be looked upon as a prerequisite for appointment to teaching positions in colleges and universities, to certain administrative positions in education, and even for secondary-school teaching positions. The results have been the multiplication of graduate schools not only in universities but also in teachers' colleges, and such an increase in the number of candidates for the degree that its attainment has been reduced to a mechanical process, defined, as all education in the United States is defined, in quantitative terms of courses and credits plus the addition of a thesis. From this situation two facts emerge: first, that the attainment of the Ph.D. is no longer based on any adequate system of selection, and, second, that the original purpose of the degree has been forgotten. To these may be added a third fact that the faculties concerned with the supervision and award of the degree have themselves lost sight of this purpose with the result that what should be the preparation of teachers is too often confused with the training of those of proved competence to engage in research and to advance learningand knowledge. To resolve this confusion is all the more difficult because those who plan to devote themselves to teaching in colleges and universities should undoubtedly be familiar with the methods and results of research even though they are not likely themselves to be productive scholars. If

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