530 ANNUAL REPORT SMITHSONIAN INSTITUTION, 191 6. 



■work a knowledge of the logical processes of the pure scientist and 

 his rigorous methods of analyzing and weighing evidence in his 

 scrupulous search for the truth will be of the greatest value. 



Furthermore, the engineering student should be taught to appreci- 

 ate the ultimate great practical importance of the results of pure 

 scientific investigation and to realize that pure science furnishes to 

 engineering the raw material, so to speak, which he must work into 

 useful forms. He should be taught that after graduation it w^ill be 

 most helpful to him and even necessary, if he is to be a leader, to 

 watch with care the work of the pure scientist and to scrutinize the 

 reports of new scientific discoveries to see what they may contain 

 that can be applied to useful purposes and more particularly to prob- 

 lems of his own which require solution. There are many unsolved 

 problems in applied science to-day which are insoluble in the present 

 state of our knowledge, but I am sure that in the future, as has so 

 often happened in the past, these problems will find a ready solution 

 in the light of pure scientific discoveries yet to be made. ^ATion thus 

 regarded the work of the pure scientist should be followed with most 

 intense interest by all of those engaged in the application of science 

 to industrial purposes. Acquaintance, therefore, with the pure 

 scientist, with his methods and results, is of great importance to the 

 student of applied science. I believe that there is need of a better 

 understanding of the relations between the pure scientist and the 

 applied scientist and that this understanding would be greatl}^ 

 helped by a closer association between the pure scientist and the 

 students in the technical schools. 



While I have draAvn a valid distinction between the work of the 

 two, they nevertheless have much in common. Both are concerned 

 Avith the truth of things, one to discover new truths and the other to 

 appl}' these truths to the uses of man. While the object of the engi- 

 neer is to produce from scientific discoveries useful results, these 

 results are for the benefit of others. They are dedicated to the use 

 of mankind and, as is the case with the pure scientist, they should 

 not be confused with the pecuniary compensation which the engineer 

 himself may receive for his work, for this compensation is slight, 

 often infinitesimallj^ so, compared with the great benefits received 

 by others. Like the worker in pure science, the engineer finds in- 

 spiration in the desire for achievement and his real reward is found 

 in the knowledge of the benefits which others receive from his work. 



There are many other things which might be discussed concerning 

 the conduct of pure scientific research in our universities and tech- 

 nical schools, but enough has been said to make it plain that I 

 believe such work should be greatly extended in all of our American 

 universities and technical institutions. But where are the uni- 

 versities to obtain the money necessary for the carrying out of a 



