and support is available in a variety of forms from a variety of sources. The 

 universities, which have been the principal recipients of support, have ex- 

 pressed their approval of this diversity in the sources of support. Such diver- 

 sitv has meant more funds, greater flexibility, and the possibility of more than 

 one approach. 



It is difficult to say what the optimum level of support should be except to 

 recognize that at some point a finite limit is set by the number of competent 

 investigators available. At the present time the ratio of basic research funds 

 to the over-all research and development funds of the Federal budget is 

 something like seven per cent. Undoubtedly the ratio should be higher. 



We have the organization; to a considerable extent v\'e ha\'e the dollars, 

 people, and facilities. Can we conclude, then, that the objectives of the 

 Bush Report have been fully met? When one has been verv close to the 

 scene it is not possible to speak with complete objectivity and detachment. 

 I think it can be said that the Government is doing well, both in the pro- 

 vision of funds and in the exercise of leadership. There remains, however, 

 one conspicuous difficulty to be overcome. It is that people generally still do 

 not clearly understand and appreciate the importance of education and the 

 importance of science as distinguished from technology. As Dr. Bush so 

 trenchantly observed: 



The distinction between applied and pure research is not a hard and fast one, and 

 industrial scientists may tackle specific problems from broad fundamental viewpoints. 

 But it is important to emphasize that there is a perverse law governing research: under 

 the pressure for immediate resuks, and unless deliberate policies are set up to guard 

 against this, applied research invariably drives out pure. 



This moral is clear: It is pure research which deserves and requires special protection 

 and specially assured support. 



It must be admitted that as a people and a Nation we have not been prop- 

 erly appreciative of intellectual achievement. This awareness and apprecia- 

 tion is not something the Government can legislate into being. We must 

 build it into our national consciousness through our educational system, and 

 until we do, science and all other forms of intellectual activity will lack the 

 firm foundation they require. 



XXVI 



