SCIENCE, ART, AND EDUCATION — GIBSON 185 



of molecules. In describing the reveries that led him to the hypothesis 

 of the structure of benzene, he closes with the remark : "Let us learn 

 to dream, gentlemen, then perhaps we shall find the truth, but let us 

 beware of publishing our dreams before they have been put to the 

 proof of our waking understanding." Let us also beware of try- 

 ing to dream like Kekule before we have had his experience ; the mental 

 inventory of the research worker determines whether he is a day 

 dreamer or the possessor of a fertile imagination. 



In my opinion, this example bears directly on the problem of the 

 shortage of basic research. The present situation will not be rem- 

 edied by turning out more highly skilled but unimaginative technical 

 men from the colleges, nor by pouring more funds into the support 

 of mediocre institutions where they work. At most, the returns will 

 be small compared with the effort expended. The remedy lies in 

 providing embryo research scientists with an education calculated to 

 sharpen the alertness of their minds and strengthen their imagina- 

 tions. This is, of course, easier said than done, but a few suggestions 

 for possible action may be developed from the foregoing discussion. 



EDUCATION AND IMAGINATIVE RESEARCH 



In the first place, we should recognize that imagination flourishes 

 only in minds stocked with a choice and varied inventory of knowl- 

 edge. On the average, the graduates of our universities have an ex- 

 cellent store of knowledge in one or two technical fields, but all too 

 often their education is confined to these fields only. Although their 

 capacity for imaginative thinking may be great, they have no exten- 

 sive background in literature, the humanities, the fine arts, or other 

 branches of human activity from which to generate novel ideas for 

 transplantation into scientific fields. A number of colleges have rec- 

 ognized this need and are attempting to broaden the education of 

 their students. This is a step in the right direction, but at the college 

 level the acquisition of fundamental training in the methods and dis- 

 cipline of the sciences and of the specialized knowledge necessary to 

 begin research work requires almost the full attention of the student. 

 In my opinion, survey courses have little of real value to offer, al- 

 though they might serve as dessert in the nutrition of the young 

 imagination. 



Breadth of knowledge should first be cultivated at the grammar- 

 school or high-school level where attention can be given to enlarging 

 the intellectual repertoire of the better students without overworking 

 them. Experience in the British and European schools indicates that 

 facility in the use of language and logic and a wide permanent knowl- 

 edge of literature, history, and the arts can be attained by a student 

 at the age of 18. The average intellectual development of a British 



