"General education in the university college is so disparate in definition, so motley in context, so various in actual operation that it poses immense difficulties for the researcher." An examination of the position of general education in the complex university is very revealing of the institution's commitment to knowledge, and particularly to teaching. During the freshman year, undergraduates make crucial choices concerning their academic goals and performance and personal lives. These key decisions are usually made while the freshman is taking general education courses and he is highly influenced by his experiences in them. Although they may provide the most memorable undergraduate experiences, be used to reward bright students, and serve as an area of experimentation, general education courses are generally hard to staff. Depending upon the university's reputation, clientele, size and financial status, the 3 main channels open for faculty recruitment are: the tenured scholar, the tenureless, and temporary help. The graduate teaching assistant has a key role in defining the university and providing the student with his most important orientation to higher learning, but little is known about the assistant's recruitment, training, teaching ability or future career. Also, too little is known about the social matrix of general education or the context of power within which it must function. A running commentary of notes serve to compare, group and contrast the viewpoints of authors included in the bibliography. (JS)