OCTOBBE 3, 1902.] 



SCIENCE. 



525 



dowment could best accomplish its pur- 

 pose. 



In order to answer the query it seems 

 necessary to take account of the present 

 condition of education and research in our 

 country. If it is taken for granted that 

 the average intelligence and education of 

 our people are fairly satisfactory, and the 

 opportunities for advanced education 

 abundant, there must be some good reason 

 for the paucity of the researches of the 

 highest order. That the country is inimic- 

 al to the development of high intelligence 

 is negatived in the fields of statesmanship, 

 invention and industry. The reason for 

 the fewness of researches of high order I 

 think is to be found in our governmental 

 and educational institutions themselves. 

 If one looks at the ideal of education in 

 America, it will be found to be that the 

 greatest number shall receive its benefits; 

 and its success, from the smallest country 

 school-house to the foremost university, is 

 measured by the numbers which flock to 

 receive its elementary and advanced in- 

 struction. Naturally and inevitably the 

 teacher is overwhelmed by the administra- 

 tive and teaching duties going with the 

 large numbers of stiidents and the small 

 instructing staff. The few hours he can 

 command on Sundays and in vacations 

 must be used for renewing his strength to 

 meet the every-day routine, or if he is 

 blessed with abounding health and energy 

 he feels that it is only the small investiga- 

 tions that can be undertaken with a hope of 

 bringing them to a conclusion. The great- 

 er problems which are ever with him must 

 wait till a hoped-for day when sufficient 

 time, means and facilities are at his com- 

 mand ; and these in most cases never come. 

 In institutions not primarily educational 

 the conditions are almost as discouraging. 

 Holders of such positions must also attend 

 to administrative work, and must produce 



reports to show a reason for being, and 

 immediate results are demanded. 



Here then, as pointed out by the found- 

 er, is the field for the Carnegie Institu- 

 tion. By supplementing existing insti- 

 tutions and making it possible to free from 

 excessive routine a few who know what 

 ought to be done, and who know how to un- 

 dertake and carry on researches of the high 

 character contemplated, and who can be- 

 gin and continue with enthusiasm research- 

 es that will require five years to a lifetime 

 even, before results can hope to be ob- 

 tained. And some also should receive en- 

 couragement who will undertake investiga- 

 tions where apparently only negative re- 

 sults will be gained ; for often these results 

 are negative only in appearance, and fur- 

 nish the data by which the most positive 

 results may not be missed. 



I am aware that the feeling is quite 

 strong that a considerable share of the in- 

 come could be most advantageously used in 

 establishing additional fellowships at ex- 

 isting institutions. This would not be 

 wise, for the work done by the holders of 

 such fellowships is, with rare exceptions, 

 more in the nature of education than of 

 research. The young people who fill these 

 fellowships are just learning how to do 

 advanced work, and are by no means pre- 

 pared to undertake researches of a high 

 character independently. The process of 

 selection has not gone far enough to sepa- 

 rate the able student from the one with a 

 genius for research. 



While additional fellowships are not ad- 

 vocated, the desirability of finding the ex- 

 ceptional young persons who shall ulti- 

 mately become capable of assuming 'leader- 

 ship in discovery' has not been lost sight 

 of. It is believed that the plan proposed 

 of dealing generously with those who have 

 already proved themselves, would most 

 safely and certainly accomplish the de- 

 sired end. Naturally the older investiga- 



