SCIENCE, ART, AND EDUCATION GIBSON 191 



superiority over an enemy requires that the development of new 

 weapons and equipment be based on the newest ideas available. The 

 research investigator in this area must be in the forefront of knowl- 

 edge. Hence, aside from patriotic motives and aside from the 

 attractions of substantial financial support, many research men found 

 themselves thoroughly interested from a purely scientific point of 

 view in the research problems raised by military needs, and continued 

 to study them when they returned to their universities. 



A number of universities, furthermore, undertook to continue the 

 operation of laboratories that had been fledged during the war by 

 placing them after 1945 on a continuing basis as independent divisions 

 of the university organization. Other universities, which had dis- 

 continued the operation of laboratories set up during the war, under- 

 took responsibility for the operation of new ones, when the emergency 

 of 1950 demanded a greater defense effort in this country. The reali- 

 zation that a long period of preparedness for an emergency now lies 

 ahead of us places a continuing and inescapable demand for the serv- 

 ices of such groups. Geography no longer provides convenient pro- 

 tection for a powerful nation to exert a powerful voice in world coun- 

 cils; this protection must be sought in strength through technology. 



Universities have changed greatly from what they were 150 years 

 ago, when the classics, literature, moral and natural philosophy, logic, 

 metaphysics, law, medicine, and theology marked the extent of their 

 curricula ; when most learning was derived from books ; and when the 

 idea of even a small chemistry or physics laboratory would have been 

 far more shocking to their faculties than are today such organizations 

 as the Argonne Laboratory of the University of Chicago, Project 

 Lincoln of Massachusetts Institute of Technology, the Applied Physics 

 Laboratory of The Johns Hopkins University, or Los Alamos of the 

 University of California. This change has come about naturally 

 through the intrinsic interest of the universities in all forms of human 

 knowledge; through their avowed mission to serve their day and 

 generation by educating the youth for intellectual leadership in meet- 

 ing the problems of their age, stimulated by the stupendous conse- 

 quences of scientific research in the progress of the useful arts and 

 those phases of modern life — such as economic and national security — 

 that now depend upon them. 



All these changes have brought problems with them, some of which 

 are the results of the usual reaction of conservatives to an innovation ; 

 others arise from adjustments within the universities which are neces- 

 sary in order to achieve equilibrium with their environment. We 

 can only consider here problems that affect the prosecution of basic 

 research. A serious problem was first encountered in the late 1920's 



