AN ASPECT OF THE PROMOTION' OF SCIENCE 



on the freedom of science or by stressing the social responsibility of the 

 scientist. However, on second thought, I shrank from making topics of 

 such a vital significance for the future of science the subject of a dinner 

 speech. Moreover, in this connexion, I was reminded of the following 

 story : 



It is said that one Sunday morning your taciturn President Coo- 

 lidge, after having attended church, had the following conversation 

 with his wife. Asked whether the sermon had been edifying, Coolidge 

 answered that it had been fine. Not quite satisfied with this general 

 appreciation, Mrs. Coolidge inquired into the purport of the sermon. 

 Coolidge answered that it had dealt with sin. Somewhat exasperated, 

 Mrs. Coolidge asked what the parson had said on the subject. Un- 

 hesitatingly Coolidge replied, 'He was against it.' 



Now it seems to me that the situation is more or less analogous 

 whenever a subject like the freedom of science is frankly discussed in 

 circles of scientists. Here it will always be possible to summarize the 

 discussion in the words, 'They were for it', although this statement may 

 not do justice to the often very evident differences in the interpretation 

 of what this freedom implies. 



I do not wish, however, to be misunderstood. Hence my explicit 

 statement that the Netherlands scientists are fully aware of the grave 

 dangers with which science is confronted nowadays and also that they 

 intently follow your struggle with the clear realization that its outcome 

 may ultimately also decide on their own fate. 



Musing on another more suitable theme for my speech, it occurred 

 to me that some reflections on the way of promoting science, this com- 

 mon aim of all academies, might be appropriate. The more so because 

 this might give me the opportunity to include in my speech some re- 

 marks on a few Dutch scientists of international fame. 



Promoters of science are used to thinking in terms of 'brains and 

 bricks', which slogan, of course, only finds its justification in the pleas- 

 ant alliteration. Now I think that my audience will agree that prov- 

 iding with 'brains' is a far more difficult problem than that with 

 'bricks', and I shall, therefore, leave the latter aside. As for the 'brains', 

 it is evident that not every specimen of human brain will do, but that 

 by the term 'brains' is meant the type of brain fertile from the point 

 of view of scientific discovery. Obviously, the primary condition for 

 this type of brain is a well devised scientific education; but, although 



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