UNi)EK(iKAi)rA'ri': kkskakcii in oik ('(>i,i,i:(;i;s ami 

 rxivKusri'iios. 



HOKACK A. SiioM.i:, VA\ Lilly mikI ("<... I iidiaii.ii.olis. 



'I'lie purpose of tliis p.-ipci' would Ii.ivc been better expressed if the title 

 liiid been the relation nf industry to underLci.iduiite research in the scIkpoIs 

 of Indiana. The i>oint of view is tli-'t cf 'lie cieutilic man in industry who 

 would draw our educatioiiiil ;in<l iudu: tri-ii institutions closer togetlier. 



The Scientec'h Club <if Indianaiiolis has been intei-esled in proniotiuf; Ko- 

 st-arch from the time it was (ir^ianized, tliduixli we are yet in early cliild- 

 liood, having first seen liulil in I'JIS. The niendiership of this orpinization 

 which is drawn frem the prnfessidual. scientific, and technical nii-n of the 

 stale of Indiana, cdii^ists almost entirely of university and colleiic trained 

 men. In (UU' directoi-ate are included representatives of ten oi' twelve 

 nalional and state scientific and technical societies. We believe that our 

 oriranization composed as it is df professional men from the industries, is 

 api)reciative of the i)oints of view of both the university faculty and the 

 directors of industry. 



(Consequently, when I say that the Scientech ("lub is \ilally interested in 

 Ke.s(>arcli in our schools, it means that our nrifional and state scientific; or- 

 jj;anizations are alive to its value. .Mo-t of the national organizations are 

 l)revented hy their constitutions fiom pa I'f iciiiatinii in local issues and conse- 

 ([uently the sentiments of their mendiers are being voice<l fliroui,di the Sci- 

 entech Club. 



It has b(>en the u-eneral experience in the jiast that too many of our 

 technical and scientific .uraduates are unalde to stand on their own feet 

 when they meet relatively simjile jiroblems. They si'cm to have hounded 

 t!u>ir courses on the north, south, east and west by the Itacks of their text 

 books. A recent cartocm depicted a trradnate .uroanin.s; under a load of books 

 marked "'Knowledse" and unable to accept the volume of "Wisdom"' 

 offered him. The wisdom and jud.t;ment s(>cnred from usinji this knowledj^e 

 acquired, is lacking. Their knowledge is too ofien unorganized and discon- 

 nected. They know their theories, jierhaps. but they do not know how to 

 ai>ply them. We do not exiiect the universities to turn out men in four 

 years who are capable of .solving hard iiroblems. but it is disciuu-aging wheji 

 a chemist cannot prepare a sim])Ie soap witlumt being unnulely instructed, 

 or when an engineer is unable to apply his theories to a bi-idge which 

 dilTered from the one in the text. 



Is it the student's fault that he lacks I he (piality of Judgment V Kather 

 is it not the result of how he is trained? Is ir not absuid to gi\f all the 

 <letail.s of work to the undergraduate' and then exi>ect him when a grad- 

 uate, to show initiative or creative power? 



Wh(>n a man has thoroughly thought out and woiUed out his first prob- 

 lem in a logical manner, we find him able to ajiply his theories to the next 

 with less troulile. It is not imposihle to teach a man h ;w to solve i>roblems 

 when in the plant, but it is unprofitable and uiuiecessary if our schools are 

 fulfilling their mission. The university is far better fitted to accomplish this 

 than is the industry, for in the latter the student, now an employee, must 

 lie a secondary consideration. 



