FUNCTION OF THE EDUCATIONAL INSTITUTION 345 



unusual opportunity for contacts of investigators in related fields to pro- 

 duce new combinations of formula?, and through these the opening of 

 new fields of discovery. No other organization presents the same wide 

 range of subjects represented by leaders of thought who are normally 

 investigators. To these conditions the university adds an imusual free- 

 dom of opportunity for choice of materials or combination of materials 

 to be used in investigations, as also the stimulating influence of a con- 

 tinuous stream of students with new inquiries and new ideas. In no 

 other type of institution engaged in investigation are the chances greater 

 for contribution in fields representing either new groupings of subjects 

 or areas which have thus far remained untouched by the workers of all 

 organized departments of knowledge. 



For all of the reasons that have been presented, research has now an 

 established place in institutions for higher learning. The position of 

 constructive work in the universities is clearly not accidental, but relates 

 to the generic characters of these institutions. 



To the universit}^ viewed as the highest training school, investigation 

 becomes as necessary for natural activity as eating and assimilating are 

 to continued effectiveness of the biological organism. The research so 

 necessary to continuance of adequate instruction we come to recognize as 

 a normal part of the life of the institution, and we look to this kind of 

 an organization in the course of its growth to produce much of value in 

 the forefront of discovery and construction. 



The university fails of its mission in creative work in many instances 

 l)ecause, of all the types of institutions, it is the most imperfectly financed 

 for this phase of the work which it should naturally conduct. With the 

 clear requirement that, to keep its position in the first line of advanced 

 thought, it must consist of men of the best type in the professions, the 

 university is often financed almost exclusively for teaching and adminis- 

 tration without reference to research, and it is assumed that the con- 

 structive work so necessary to development of the faculty and students 

 will be cared for in other ways. Beyond funds for purchase of books, 

 departments with large salary rolls for instruction often show almost 

 nothing for constructive work. The ultimate result of this policy must 

 be failure to attain the full measure of efficiency. Under unfavorable 

 conditions potential leaders in the faculty will either find support of 

 their greatest contributions to knowledge outside the institution or, fail- 

 ing in this, they will burn out like a lamp producing feeble light by 

 consuming a wick to which no oil is fed. 



The university and college, then, take their places with other groups 

 of research agencies of the country as institutions caring for the initial 



