The past two years have seen the rise of a vigorous discussion concerning the extent and adequacy of graduate education in the United States. As physicists and engineers, we cannot ignore this discussion in its broad implications, since the natural sciences and the emergent engineering and technology are at the focus of the discussion—advanced training in physics and engineering is at the central line of that focus. This public discussion arises in response to the growth of very powerful social, economic, scientific, and educational forces—all of increasing intensity. Moreover, the emergence of new and powerful technologies out of our successful progress in science is further enhancing the community forces that react back upon us and our activities as scientists.