68 SEA GRANT COLLEGES 



4. Periodic review of research progress and associated research expendi- 

 tures from Hatch fund at the state experiment stations. 



5. Consult with experiment station directors and station scientists on re- 

 search planning, coordination and administration. 



ADMINISTRATION OF THE STATION IN THE STATES 



Research at the state agricultural experiment stations is under the leader- 

 ship and administration of an experiment station director. The director is re- 

 sponsible to the head of his institution and to its governing body within the state. 

 He is not a federal employee. The station director is responsible for initiating 

 and guiding the station research program, for maintaining a competent staff, for 

 providing cooperative relationships for a productive research program and for 

 giving satisfactory proof that Hatch fund expenditures have been made in accord- 

 ance with the approved program of research. 



TEACHING AND RESEARCH RELATIONSHIPS 



The idea that increase in scientific knowledge could be stimulated through 

 a combination of research and teaching was loudly debated in the formative years 

 of the land-grant movement. In 1850, not a single college in the United States 

 was equipped for laboratory teaching. By 1870, only six colleges taught chem- 

 istry and physics by the laboratory method. The breakthrough came with the 

 establishment of agricultural experiment stations as departments of the land- 

 grant colleges. Leadership in this movement was given by chemists on the basis 

 of experiences they had gained studying in European universities. They became 

 prominently identified with the early land- grant colleges. Their dedication to 

 science gained popular support and brough passage of the Hatch Experiment 

 Station Act in 1887 (11, p. 137). 



At the Land-Grant Centennial Meeting in November 1961, the late Presi- 

 dent Elvehjem of the University of Wisconsin said: "It seems clear that the 

 land- grant institutions have been extraordinarily successful in graduate work. 

 Why they have been so is not so obvious. Generally it is conceded that empha- 

 sis they have given to research is fundamental to their leadership. For gradu- 

 ate teaching is research, and research was given greater emphasis by the es- 

 tablishment of the agricultural experiment stations, which formalized and rec- 

 ognized research in our institutions for more than three-quarters of a century" 

 (12, p. 190). 



STATE EXPERIMENT STATIONS AND THE DEVELOPMENT OF SCIENTISTS 



Reference has been made to the close association between research and 

 teaching at the graduate level. Considering only the Hatch research funds, ex- 

 periment station staff members have 2,300 graduate students currently asso- 

 ciated with them in doing research as a part of their graduate training. Based 

 on a total experiment station scientific staff for the nation of about 9,500 scien- 

 tists engaged in full or part-time research, there are associated with them in 

 conducting research as a part of their graduate training about 8,000 graduate 

 students. The continued development of this supply of scientific manpower, I 

 feel, is one of the major reasons for the success story in agriculture. In addi- 

 tion, because of the basic nature of the training in agricultural sciences, the 

 scientists with advanced degrees find employment in scientific areas other than 

 agriculture and contribute to the total advancentient of science. 



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