SCIENCE AND INDUSTRY. 
generosity of their response to the demands already made upon them. In the 
scientific departments the instructing staff has been heavily drawn upon for 
special service, and’ those who remain are carrying a greatly increased burden. 
Students are distracted by war interests, and are constantly being diverted into 
military activities. 
While recognising the exigencies of the period, and applauding the splendid 
response of American institutions of learning, it may not be ungracious or pre- 
mature to indicate some of the directions in which these institutions must ulti- 
mately move if they are finally to meet the augmenting demands for research 
and for graduates fitted to cope with industrial research problems. 
It is beginning to be recognised that there is no valid distinction between 
scientific research and industrial research. Both employ the same methods and 
the same equipment. The demands of either may involve and tax the highest 
intellectual faculties, and industrial research frequently necessitates that nicety 
of refinement and subtlety of attack which characterizes the highest scientific 
effort. There remains only the shifting and uncertain line of demarcation which 
may indeed be found in motive. In the selection of thesis subjects and minor 
research problems greater prominence may therefore well be given to those 
having a direct industrial application. 
Industry must, however, continue to look to the higher institutions of learning 
for the determination of fundamental facts and constants, the development of 
theory, and the establishment of general. principles. Any adequate response to 
this demand requires that professors and assistants should have far more time 
available for research than is now at their disposal. They must have some sub- 
stantial measure of relief from routine and administrative detail. They should, 
and undoubtedly will, haye more direct contact with the industries. As a conse- 
quence, more and more of them will undoubtedly be drawn into industrial posi- 
tions. This will mean no ultimate disaster to the cause of scientific education, 
provided university authorities recognise the patent fact that the day has come 
when much larger salaries must be paid and greater distinction accrue to capable 
men of science who are to continue as professors. With improvement of status, 
the exceptional men will demand greater freedom of decision and action. They 
will be less bound by academic system, and let us hope that, as their capacity 
for research is demonstrated, they will resist the influences which would tend to 
make them mere administrators. 
The expanding recognition of the part which applied science is destined to 
play in our national development would seem to insure an adequate supply of 
scientific students, and especially of candidates for degrees in chemistry and 
chemical engineering. Let us see to it at the start that they are provided with 
a broader culture than has heretofore obtained in many places, lest they he 
incapable as scholars of meeting their great responsibilities. Concurrently we 
must provide means for correcting the recognised deficiencies in their professional 
training, which have been pointed out times without number in the hundreds of 
papers on the education of the chemist and chemical engineer which have been 
published during the last few years. 
We must organize our research with the means and men at hand, and look 
hopefully to the future for accessions of human material of higher average training 
and far broader scholarship. 
Since the frontier of knowledge is the starting point of research, the energy 
of the explorer must be conserved on his way to the frontier. In no way, there- 
fore, can organized co-operation render more effective service to research than by 
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