World's Greatest Waste of A Doctorate Degree

Public School Teaching - The World's Greatest Waste of a Doctorate Degree

At 24, Burton Martell, possessing a mix of social wit, reasonable athletic prowess and an outstanding academic record, had applied months before to attend the University he knew to be the threshold to all he wanted to achieve in life. He'd arrived in town the night before and slept little in anticipation of meeting Dr. Lugar Schmidt, chairman of the University's Graduate School of Mathematics. Though nervous, Martell was confident beyond his years. The meeting had thus far gone very well.

"Well, Burton," Dr. Schmidt said pleasantly, "we've discussed a great deal, have we not? We have spoken of your home, your parents, the atmospheres and opportunities offered and taken at your previous schools and, of course, the extent to which your academic credentials support the likelihood of your success here. But, I want to ask you something more."

Schmidt paused for what seemed like an eternity to Burton Martell before continuing, "What is it you think a person learns in the pursuit of a doctorate, no matter the field of endeavor? Where does such a person fit into the scheme of worldly things? What is it that such people are to do with that knowledge? And, how might they best channel their personal resources for society's greatest good?"

Burton was stunned. Never could he have imagined an interview swerving so far from the course he'd anticipated. His mind reeled, trying to sort Schmidt's questions. Having expected to "talk" science and mathematics, Schmidt instead wanted philosophy! Damn! Looking beyond the Chairman and through the window of the interview room, Burton collected his thoughts and methodically considered what he was to say. A great deal depended, he thought, on not only what he said but just how well he appeared to recover from the shock and the manner in which he presented his conclusions.

Burton's gaze returned to the room and boldly met that of Schmidt's; "Doctor, most everything I've done academically in the past seven years has been directed toward a career in mathematics. I would think that those having an inclination toward a doctorate would have similar histories of single-mindedness, direction and discipline through their masters studies. They would have internalized a perception of who they are and what they wish to do with their lives as but a continuation of their studies. This would hold true whether the degree sought was in mathematics, physics, education...even philosophy." Catching Burton's deliberately exaggerated pronunciation of the last word, Schmidt smiled.

"But the path they've chosen is a long one;" Burton Martell continued. "The sacrifices remaining being many, causing them to further internalize the value of their successes and make them feel a part of something distinguished and valuable. Their education and training provide them with discipline, as well as respect for both their field of study and the efforts of scholars that have preceded them. Theirs is the pursuit of knowledge and skills through research, exploration, trial, error, recording and analysis. Knowledge and skills acquired and honed only through continued use. Knowledge and skills, once perfected, the bearer of which is obliged to pass on to others similarly inclined through publication, seminars and universities."

Burton was on a roll now and he knew it. Dr. Schmidt said, "Yes, go on." Then, turning in his swivel chair to face the window he said, almost throwing the line away, "Who is it you would try to reach with all this accumulated wisdom?"

"Those most prepared to gain from and expand upon the results of new discoveries;" Burton replied and then continued with assurance. "The students and faculty of universities; the staff of research facilities. There is no better audience. For it is only they that possess the levels of education, experience and direction of the given profession that can fully appreciate the findings. Who else, for example, would have the slightest notion of what was being discussed in an article with a title like 'A Catastrophic Death Assemblage and Paleoclimatic Implications of Pliocene Seabirds of Florida'."

"Good point," Schmidt said smiling, "but one has to make a living Mr. Martell. You will likely, in time perhaps, have to support a family. What could you, specifically you, do to fulfill what you say is an obligation to expand the knowledge of your profession, if you were not part of a university environment or research facility."

Without hesitation, Martell responded "Dr. Schmidt, I'm confident that you recognize few such opportunities exist for most professionals anyway, no matter what their field. It is a question being asked of thousands of well educated people every day, for the past several years. But, to fulfill the obligation to which I referred, I would first require employment in some place where my intellect and acquired skills were challenged and where I could hope to accomplish something worthy of publication, analysis and recognition by my peers. Something, simply stated, commensurate with my abilities."

"How about teaching in the public school system," Dr. Lugar Schmidt said testily, with a note of sarcasm clearly evident.

"It's a job;" responded Martell, "a respectable job. But, one hardly meeting the standards I've enumerated, something I could have done well with but a baccalaureate and, coming from New York's Long Island, one that could have provided me with a very good living. But, it would be the world's greatest waste of a doctorate degree."

"Alleluia, amen and welcome brother Martell to the land of the destined destitute," chided Schmidt wryly, "I pray you do not regret your choice."

[ Astonishingly, doctorate degree holders have become but another of America's otherwise unemployable masses, costing Districts across Long Island and the country more than any advantage they might provide in a public school classroom. If the bearers of such degrees must lower their attainment goals, commensurate (lower) salaries would seem to be in order. ]