Rewards and Satisfactions 141 



have become routine and a bit tiresome to the senior staff. 

 More important are the fresh, intellectual approach and 

 the abiHty to ask new questions about old procedures. 

 These serve to keep the teacher young by forcing him to 

 examine assumptions that he may have taken too much 

 for granted in the past. Further information about the 

 satisfaction and rewards of the scientist who is also a 

 teacher will be found in the deUghtful account given by 

 Professor Fred Benjamin Millett in a companion volume 

 of this series. 



Scientists who do not develop a paternal feeling for 

 students, or who regard their own work as so important 

 as to require all their energies, may prefer positions in 

 industrial or government laboratories. They are likely to 

 feel, however, that here too their time is not exclusively 

 their own. Industry is increasingly recognizing the value 

 of so-called pure or basic research, but the fact of the 

 matter is that the overwhelming majority of scientists in 

 industrial laboratories must give a substantial part of their 

 time to solving problems referred to the laboratory by 

 nonscientists or in frankly routine matters such as quaUty 

 control and testing of new products. 



Nevertheless, industry does offer certain advantages not 

 ordinarily found in academic laboratories. Certain types 

 of heavy equipment may be more available, and there is 

 often a supply of creative engineering talent to help in 

 the design and construction of new apparatus. Industry 

 is also equipped to provide large numbers of new chemical 

 compounds which can be rapidly screened for their useful- 

 ness in the solution of certain research problems. Finally, 

 if one likes to see tangible, practical results emerge from 

 one's scientific speculations, he will probably find his 

 wishes more promptly realized in an industrial than in 

 a university setting. 



