ABSTRACT
Graduate-study centers share with the college the functions of conservation, dissemination, and innovation, yet with much greater stress upon cultural innovation or invention than is true of the college. The apprenticeship has its uses and abuses, both of which derive from institutional determinants. Undergraduates are called upon primarily to assimilate the higher learning, and it is only upon upper levels that students are expected to reflect very critically upon culture, or to contribute individually to its advancement. On a higher level the student finds much the same mode of acquisition and assimilation of learning experienced earlier. In the larger universities, mere numbers of students necessitate definite paraphernalia of careful accrediting, which in catalogues becomes an elaborate rigmarole to sanctify and fortify the highest degree. A competitive system enforces quantitative requirements and erects hurdles for the prospective academician to surmount.
