342 J. C. MERRIAM THE TEACHING 0¥ HISTORICAL GEOLOGY 



neer and the government bureau could not readily reach. The efficiency 

 attained by these foundations, the vision with which their problems have 

 been selected, and the great contributions which they have made to 

 science, to human thought, and to application of science in every-day 

 life rank among the greatest achievements of American science. 



(4) The great museums of America have been strongholds of research 

 in the natural sciences. Their function has generally involved the special 

 study of wide or narrow geographic regions to which they are related 

 through circumstances governing their origin. The museums have also 

 served a most important purpose as educators in natural history, supple- 

 menting in a vital way the work of the schools and universities. Through 

 interpretation of science to the great public, the museums have greatly 

 assisted in the effort to make knowledge and reason the basis of our 

 community judgment and to give research the fullest opportunity to 

 serve the people. 



In organization of purely research projects the museums have con- 

 tributed a large share of the material upon which the advance of Amer- 

 ican natural history has been based. 



The work of these institutions is in general characterized by peculiarly 

 close relation to public welfare, both in effective educational work and in 

 the support of fundamental investigations for the sake of their human 

 interest. The museums fill a most important place in the scheme of our 

 research development. 



(5) The educational institutions of America, as represented by the 

 universities and colleges, have always had a large place in the advance 

 of knowledge in all its phases and in its application. Their range of 

 operation in constructive scholarship has been as wide as the limits of 

 learning and its use. 



In schools of engineering and agriculture, research has been largely on 

 specific problems of application not differing from those of the engineer's 

 laboratory or the government bureau. Here, as in the departments of 

 fundamental science, the researches have also ranged into all phases of 

 description, organization, interpretation, and analysis in special phases 

 of science for which no immediate application is considered. These 

 activities have been financed in ^ome part by the universities and in part 

 from the pockets of the professors. Considerable support has also come 

 from business interests, from government institutions, and from research 

 foundations. 



The university or college includes constructive work as a necessary 

 part of its regular program for at least four reasons, which may be stated 

 as follows : 



