DAEL WOLFLE 



that you properly understand your own needs. We do not think 

 that the continued support of science alone is going to give you 

 what you want and what you ought to have.' 



Money is needed for scientific research, and under 

 current procedures scientists frequently have to devote a good 

 deal of time to the task of getting adequate support. But the 

 vehement statement just quoted and a good many other like- 

 minded statements clearly said to government, to industry, and 

 to other sources of support, "/;/ the interests of science, and in 

 the interests of society, don't concentrate your financial swpvort 

 exclusively on science. Concentrate on intellectual quality 

 and on helving universities to become broadly excellent." 



Higher Education — The 

 Long-Range Problem 



"Basic researchers will either come out of higher education 

 or they are not going to exist. They do not come out of attics." 

 In these words a college president reminded his symposium 

 colleagues that although it is of the utmost importance to con- 

 sider the conditions that will best foster basic research now, it 

 is of at least equal importance to consider the source and quality 

 of the nation's future research scientists. 



It has often been observed that the best teacher is one who 

 is also a student. The scholar who is exploring the unknown 

 is adding to his and to the world's store of knowledge. His zeal 

 for scholarship enlivens his teaching and inspires his students. 

 It is good for teachers to be researchers. But researchers must 

 also be teachers if they are to be followed by another generation 

 of good researchers. 



At the graduate level, interplay between teaching and 

 research is the normal custom. The graduate faculty typicallv 

 consists of scholars who are actively engaged in both teachina 

 and research. Even the research professor who holds no formal 



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