Mind, Brain, Body, and Behavior

46 FARRERAS

and experience but only for a limited period of two to three years–

extendable for an additional year in exceptional cases involving vacan­

cies due to retirement or senior scientist departures–was put into

place.^52 This enabled promising young scientists in the early stages of

their careers to obtain a varied experience, and senior scientists could

contribute to the education of a larger group of young scientists.^53 Be­

cause the NIH competed with universities for senior scientists, tenure

qualifications for permanent employment were established that were

equivalent to those in academia: a GS-14 or Senior Scientist level in

the Civil Service or Commissioned Corps, respectively, was equivalent

to an Associate Professor.^54

Foundation for the Advancement of Education

in the Sciences

In order to provide an additional educational environment that could

compete with and be a model for other institutions, Livingston also

spurred the creation of the Foundation for the Advancement of Educa­

tion in the Sciences (FAES). The FAES was established as a non-profit

corporation, sustained largely from tuition fees, by the NIH Scientific

Advisory Committee.^55 This corporation took over the Graduate School

Branch that the NIH had established within the U.S. Department of

Agriculture, and further extended the educational opportunities avail­

able at the NIH.^56

NIH Associates Training Program

Throughout both Kety’s and Livingston’s tenure, the intramural pro­

gram was able to take advantage of highly qualified physicians who

would arrive at the NIMH and the NINDB for two years of basic or

clinical research training as part of the NIH Associates Training Pro­

gram. Such a program came about as a result of Frank Berry, Assistant

Secretary of Defense, devising a compromise–known as the Berry Plan–

to certain provisions of the 1950 doctor’s draft law.