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{ 
UNDERGRADUATE RESEARCH IN OUR COLLEGES AND 
UNIVERSITIES. 
Horace A. SHONLE, Eli Lilly and Co., Indianapolis. 
The purpose of this paper would have been better expressed if the title 
had been the relation of industry to undergraduate research in the schools 
of Indiana. The point of view is that of the scientific man in industry who 
would draw our educational and industrial institutions closer together. 
The Scientech Club of Indianapolis has been interested in promoting Re- 
search from the time it was organized, though we are yet in early child- 
hood, having first seen light in 1918. The membership of this organization 
which is drawn from the professional, scientific, and technical men of the 
state of Indiana. consists almost entirely of university and college trained 
men. In our directorate are included representatives of ten or twelve 
national and state scientific and technical societies. We believe that our 
organization composed as it is of professional men from the industries, is 
appreciative of the points of view of both the university faculty and the 
directors of industry. 
Consequently, when I say that the Scientech Club is vitally interested in 
Research in our schools. it means that our national and state scientific or- 
ganizations are alive to its value. Most of the national organizations are 
prevented by their constitutions from participating in local issues and conse- 
quently the sentiments of their members are being voiced through the Sci- 
entech Club. 
It has been the general experience in the past that too many of our 
technieal and scientific graduates are unable to stand on their own feet 
when they meet relatively simple problems. They seem to have bounded 
their courses on the north, south, east and west by the backs of their text 
books. A recent cartoon depicted a graduate groaning under a load of books 
marked ‘‘Knowledge” and unable to accept the volume of “Wisdom” 
offered him. The wisdom and judgment secured from using this knowledge 
acquired, is lacking. Their knowledge is too often unorganized and discon- 
nected. They know their theories, perhaps, but they do not know how to 
apply them. We do not expect the universities to turn out men in four 
years who are capable of solving hard problems, but it is discouraging when 
a chemist cannot prepare a simple soap without being minutely instructed, 
or when an engineer is unable to apply his theories to a bridge which 
differed from the one in the text. 
Is it the student’s fault that he lacks the quality of judgment? Rather 
is it not the result of how he is trained? Is it not absurd to give all the 
details of work to the undergraduate and then expect him when a grad- 
uate, to show initiative or creative power? 
When a man has thoroughly thought out and worked out his first prob- 
lem in a logical manner, we find him able to apply his theories to the next 
with less trouble. It is not imposible to teach a man how to solve problems 
when in the plant, but it is unprofitable and unnecessary 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 
be a secondary consideration. 
