emphasis upon scholarly rather than pedagogical training for Ph.D. candidates, but a few enlightened souls have lately begun to sound clear and public warnings of the problem that exists. Henry WV. Sams, for example, has argued that we must awaken our fledgling colleagues to the fact that their responsibilities go somewhat further than establishing themselves as scholars, critics, and overpowering young polymaths (The Audiences of English, CE, Feb. 1964). Recognizing the problem, however, is only the first step; an analysis of its conditions must follow, from which criticism and suggestions for change may proceed.
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Jay L. Halio (1964) studied this question.