Universities and Industry - in Science
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ROGER ADAMS University of Illinois, Urbana, 111.
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that my remarks this evening ahodd concern ITtheI8 pertinent of chemistsfor industry and the relatiom hetween and ind-. I shall speak h t concerning chemiste,
hidng univemities
e~peciallytboee who have qusliGed for the Ph.D. degree and who intend to stsrt their life careere in m h laboratariea. The public conoeives of the industrial chemint ae quite a diflerent @ea from the &emkt in scademro ’ life, hut is he so ditlerent? Both &artwith exectly the same training. The academic chemiat follows the avenne which leads to goals of more theoretical intemd; the industrial chemist the avenue along which something with a practical application msy emerge. Today the dilierence in the chsnoter of the resear& in the chemical indwtries and univeraities ie bemming increasingly less nignilicaut. Of the new PhD. graduates, perhaps 10% has definitely determinedtoenteracadermc ’ teaching and renearoh and nothing CQII m r v e them individuds from this course UnleM it is the impollsibility of hding such a position in spite of patient waiting or the absolute neoesaity of a lager income to support the family. Another 10% is equally convind that only an induntrial position will nntinfy it. The remai&g80% of the studenta reoeiving the doctMIte degree is not fmed in ita opinion. Indeed,if attractive university positions carryins a n o d load of teaching and an opportunity for inaependent -ch were av&ble, I am convinced that a very substantial proportion of the 80% might favor a university over an industrid position, despite the low salary of the former. I, myself, entered academic work quite by mudent. A university position appeared at the time that I needed a job. k y in this audience who have di&n&kd thenmlvea in industry muat have considered seriously 88 younger men w h e h they should enter university work or become industrial chemists. The deoiaion to enter indwan m 0 u e n d for many of them, 110 dcubt, by the unav&bility at the time of a satistactOry openins in a university. Many of them would certainly have beem equally d d had they followed an academic career. The attractivene-m of an academic ponition is quite undemtmdable at that &age in a man’s development. He haa been engaged in a problem primarily of theoretical interest, and the type of work has aught his imagination. He has during the c o w of his investigstion uncover& other unsolved prohlemn which he would l&e to undertake. Moreover, he Uauauy unfamiliar with induntrial p m b h and laboratorien. But this ignorance in being rapidly overcome ae the p r o f m i n better able now tban formerly to inform students of conditions in industry. Many wmmemi.4 organisationsprovide summer poaitions for graduate students which 05er them the opportunity to bemme acg.u&t$d witb applied chemical laboratories. Tho ul(lmclk Sucors of a Chomlsl Doponds on AbiWly, nol lily, Tdning. and Anikrdo
Let 1y1 analyze the chemist Studenta with varied undergmduate training both qualitatively and quantitatively enter
torate d€grw,two EadEmta, one with hE&qu& srpd the with entirely astislactory undergraduata prspantion, k
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. lnmshogurshabls teohniaallyae final pmducta at the PhD. pmvidedthey have the anms inosftsability. To iuustnte that men wlth ltss complete and often less etleb tive h i n b in chemistry M undergraduates bemme very aw d d dmnkts, let mepeaeat wmestatiatio from the flea k the Departanent of C h n h y S n d oheonicel Engbmrbgat tk uniwaity of Illlnoik In the %yew period I92%194l inclnaive 544mendwommwemgradmntd withthePh.D. degre8. h Cludhg 16 foreigners, over So% of the otheaa d v e d their u &r graduate degw-8 from thorn iortitutiona whi& are uauaUy &mi lied aeliberal arta colhgeu There are now about 100 or 18
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educstiondworksnd about 300 or 65% in in The balance m p h thom’who are deceased, those who hu’v permanent positiom with endowed inatitutea or government laboratories of one kind or another, and women wbo are married and no l o w r in scientific work. From the industrial group of 300,I selected 45 or 16% who have the most distinguiahea recorda and have attained mearch directorship of large Lsboratories or senior exeautive positions in industrial organizations. Of theee about two thirda, e a v d of whom are in the audience this e v e ning, were graduated from d e r inatitutim, the liberal arta mlleras, where their undenpaduate chemical training wan comparably limited. The ultimate achievementa of a chemist depend upon a combination of many factors of which I shall speak briefly. Perhaps the most important are innate ability, personality, training,and attitude. What in innate ability? In all linea of endeavor, not merely in science, innate or native ability represente those desirable charaoteristica which are born m the individual and which he cannot squire through formal training or self-education. Intelligance or abihty to learn is gw~erallyaccepted 88 an inherited trait. Of the varioue segmenta of intdigence nome of the moat important are dynamic ambition, originality, and imagination. Thaae -0 . ‘ca may probably he enhanced or repressed by envimnment during the first 20 years of a man’s life, but in general I believe they csnnot be cultivated. Some may dispute me, hut in my long experience in teaching I have not encountered a graduate student who i m p d me ae becoming fundamentally more crentive with maturity. The occasional student who is a geniua may be .%signed a bigh value on an arbitrary d e , the student who can harely make the grade a low value, and all others fall between. One of the objectives in a student’s training is to help him to utilise the ability witb which he in endowed to the fulleat extent, regardless of where he falla on the d e . These endowed qualities are very signiscant in a man’s succem. Maurice N e b , dimtor of the Borg Warner central research laboratory, in an addreee entitled “Deliherate Creativene-m in
Chemical Industry, at t h e 48th Perkin Medal Dinner, otel W a l d o r f - A storia, New York, January 15, 1954
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W c a and Engineering,” pinta out quite rightly that an inapiration to creative work is obtained from work iW, that a man earmot be creative unless he enjoys his work, that he must have the p r o w climate for reeeawh to exercieecreative thinking. He describes how a laboratory must be organized eo that each m e m k of the stafi can contribute to the beat of his ahility and the most effective d t e can be achieved. I agree with these k.concerning the development of creativenew in the individual he write as follows: “If a young permn should ask mz how to be creative, I would tell him to live intensively and to -1 as much 88 he can about as many thinga an he can. I would t.4 him to learn how things are made and to never &ow any -hce of satidaction with his progreen until he can sit in his home and go from item to item and h o w how it was made from the b&ming and of what it is compoeed. Then hewill be in a position to create deliberately new wful things by himself. In dxtance, the individual must acquire the breadth of knowldge 88 an individual which others acquire in an orpaoiaation.” I have no particular quarrel with this advice to the young Bcientist for essentially Dr. Ndes is advocating the acquirement of new knowledge which always makes a man more d u l . I questiok, however, whether following such advice will lead the individual to greater creative thinking per ne. My own opinion ia that it d l merely M p him to apply more efiectively what creative ability he may have. I do not agree with our illustrious atateronan, Abraham Lincoln, who atated that this country is dedicsted to the proponition “that all men are created equal.” He muat have meant “that all men ara created with equal opportunity” for men by are unequal, and it is unrealintic to treat them as if they were equal. On the other hand, the people with very ordinary native ability oftem Bceomplish the most because they know enough to focus on their assete and at the 6ame time to work to ovemme their liabilities. A man can comp-te with tenacity what he lacks in 4.Abilitiea are multiulied by endlem d o r t and persistent &dimipline. A men haa other traita and tendencies that can be considered inherited, such as a good memory, and a natural liking of or shyness to people. Memory is a wonderful asset. I have never hown a very talentd person or geniw who did not have a m msrfrsble memory with the ability to ooordinate many fada as a -ob to be used in his creation of new ideas. The advica sometimes given to studenta, “Don’t marnorise, just learn principlea and how to W,”is not entirely sound. Principles are important, how to think is important, but d e w an individual slm haa a atmebousa of well oganised facts in mind, be will be limited in his oripjnality and creativeness. In #ty, people range from extreme introverts to extreme exboverts. Unfor8unstdy tm many wientists are far down on the i n h v e r t side. There me many who are self-conaoious, ill at with people regardk of whether the convemntion is teohnical or nontechnid. Othm are at esw only when disc&
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soience. At the other extreme are two types of extroverts. The first is the rare kind, the man who likes everyone and see8 some thing i n w t i n g in everybody he meets. He is one whom people like to have 8mund, but as an executive he may be inferior to others. Hia judgment of men may be poor nine he 8888 only the stmng pinta in an individual and overlook8 some of the characteriatics that may limit the individual’susefulness in an or@& tion. The other type of extmvert is the man who is aggreaive and i n t o h t of introverts. Personal traits are in part natural and in part arise from the man’s home environment and way of life during his early years to maturity. Fortunately, a man can improve his memory and can leam to like people if be will only make the dart. He must know how to adjust himself to all types of humans if he is to succeed. But it often requirea years for eome men to mcdify their personalities and to acquire selfconfidence with people. Good oral -&on and facility in clear concise writing of En&& are valuahle to any man. Scientists perhaps are below the average in these qualities. I am convinced that any individual can be trained to write and speak satkfactorily if his grade school, high school, and college training are adequate. Those chemists who have good diction have acquired it, frequently from their fa or by practica rather than from the schools where they have studied. Fortunately, the ability to read and speak satisfactorily can be acquired if an individual has the will to do so. Love for one’s work is extremely important. The native ability of our present-day studenta is probably the m e as it was in etudenteof prewaryears. Someofmywlleaguesdkagrwwithme when I say that the propartion of graduate studenta today who have a real love for chemistry in considerably d e r than in prewm years. More of the men study ohemistry becaw it is essy for them, and they can foresee the opportunith for a &wdposition with more than dsecurity. They do not apparently be lieve that if they are interested in and industriow at their work, they need not worry about security, it will be automatic with their success in chemistry. Graduate Training Should include MON Than an A c h h m n e d in Rerearch
How &odd a student be trained? I have informed you that his undergraduate program is relatively unimprtmt. The Camnittee on Professional Training of the A m m c w Ca~vlc.4~ Socmrp stah “The objective of graduate trainingis to stimulate and develop in properly selected and quali6ed students the power for creative achievement in their ohmen fields.” In graduate schools, the variation in training from university to university is peat. The a m o p t of work required and typw and timing of examhatiom may be t o M y differant,but all good chemistry departmenta have a uniform requirement that the student submit a respectaide thesis b a d on pasitive experimental results. In other words, the men must k v e achieved something in research
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even though the broadening of his knowledge in chemistry and related fields will vary enormously. If the students are to receive the greatest benefit from their graduate work, the staff members of a university department of chemistry must have as their piimary function the training of the students rather than achievements in research. The department at the University of Illinois has always considered its research results as a by-product of its training program. Thirty years ago many chemistry departments offered specialized courses in the various branches of chemistry, but gradually these have disappeared and the courses now are designed to offer the etudent as much basic chemistry as he can absorb in the years devoted to the doctorate. This is a sound program since it is usually not difficult for a man after he enters industry to become acquainted quickly with a specialized field of work. Basic knowledge is not easily self-taught. In such courses, it is essential to include the new important scientific developments as they appear as well as the basic chemistry fundamental to the current trends in industrial chemistry. If the department in the university is satisfied merely to widen the horizon of the student in chemistry and to initiate him in the attack of a research problem, it has failed not only in its opportunity but in its responsibility. A student, especially when studying for a professional degree, is very impressionistic. He is consciously or subconsciouely crystallizing habits, procedures, and attitudes that he vi11 practice in the future. He is far more impressed by example than by precept. If ambitious he will start to overcome his shortcomings, which may have just become obvious and consequential to him. It is, therefore, an obligation of the department to shov the student by example how he should handle himself after he has finished his formal education. The student learns, often for the first time, that he must, in addition to his science, have other qualifications to be entirely successful. He becomes aware of the significance of speaking and writing well, of acquaintanceship with people, of neatness in dress and personal habits, and of the desirability of knoR-ing what is going on in the world and having an interest in it. He is made to realize that his knonledge of chemistry is very meager and that to succeed he must continue to study. The department should emphasize industriousness, for a man who is industrious though limited in ability can always find a welcome niche in industry. If staff members have energy and industry and ambition to succeed, it is contagious; if friendly rivalry between staff members exists but never to the detriment of the depmtment as a whole, the student learns of amicable competition; if staff members are helpful to each other and to each others’ students, he learns the value of cooperation. if staff members coneider the department and not themselves in establishing policies, he learns what is necessary in organizational effort. The student should be made to feel that he is an integral part of the department with the backing of all the staff, not merely that of his research professor. The department should use every effort to place newly trained chemists in positions that their ability will bpst allow them to fill. But help to the student should go further. He should be made to feel that the department is interested in his career and that at any future date staff members vi11 welcome the opportunity to give him sound advice whether it involves personal matters or professional ones, such as unhappiness in his Job or uncertainty regarding a change. The professor should encourage his students to make suggeations about the research problems they have under way and should shov enthusiasm whether the suggestions are practical or not. The professor should give more credit to the student than he deserves for whatever he may have contributed t o the investigation no matter hon- minor. This will illustrate to the student, by eyample, a vital characteristic that a man must have to become a really successful executive-the encouragement of and the giving of credit to subordinates. Direct advice t o the student on the subject of his profession
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will often be followed. When advice pertains to something outside his professional activitee, he will remember what he is told but he does not necessarily follow it. Usually he must learn by personal experience. The direct advice is not lost, however, for when he sees he is on the wrong track he remembers the advice and moves more quickly to correct his \Tap than he otherwise would. The attitudes that a man absorbs, subconsciously from his family and during those impressionistic years as a graduate student learning his profession, will always have an influence for better or worse on his decisions in later years. They will be reflected in the way he handles himself after joining a new organization. His usefulness and success will be meahurably dependent upon them. If a student is taught a spirit of cooperation by example, he never forgets it. He sees happy people, he see3 mutual progress, he will just naturally be cooperative, n hatever he may be doing in a group. The University of Illinois 1953 football team was not even rated by sports writers before the season started, since only a few experienced players were returning and the team had to be newly organized. At the end of the season Illinois rated fifth among the teams of the nation. When Ray Eliot, the coach, TTas asked what was distinctive about the 1953 team, he replied, “The desire to play football. The Illini loved the game of football, and they played like that And there is mole to it-they loved each other.” Rally Vernasco. the guard, who was nearby spoke up, ‘ You want t o know what made this a good football ieam’ I’ll tell you what I think did it. This ball club had no dissension. Everybody liked everybody else; everybody would do anything for anyone else. When the team went on the field, no one was pulling for it more than the group on the bench. And I mean everybody-every single football player on the team-m-e were together as a team.” How well this applies to the more successful chemistry departmente, to industrial research laboratoiies, to all units of any industrial organization including the executive committee, and, in fact, to any kind of group effort by human beings. But Industry Must Furnish the Knowledge of Its Operations
After chemists have been at R O I ~in industrj a few years, it should not be difficult to determine their strong and weak points and to adjust their assignments accordingly. Industry could well pay more attention to this in order to increase the efficiency of its staffs. Industrial chemists, professors of chemistry, in fact people in all walks of life, can be divided into three categories: (1) Those who are blessed M ith many original ideas but who are too impatient or are inept at developing them; (2) those a h o are not clever at selecting or devising worth-while problems but who excel in implementation of assignments; and (3) the small and w r y unusual group who have brilliant ideas and the ability to direct their development to a successful conclusion. A substantial proportion of the students who take Ph.D. dcgrees mill never excel in research. It is unfortunate that the university does not teach the student soinelhing about the diverse operations of a successful chemical company. Rut it is not fea-ible in the university, first, because the proper staff is not available and secondly, because the student is so deeply engrossed in the study of science and in his effort to get a degree that euch a coursc mould be regarded as extraneous, a course merely to pass, rathei than an opportunity for acquaintanceship with potential lines that he might eventually wish to follow Industry, on the other hand, could provide for its chemists an opportunity of attending a systematic course of lectures or seminars on the elements of accounting, public relations, patent market survej ing, production, selling, the reading and significance of fihancial reports, and perhaps even on how to reach policy decisions. What ii required of individuals in jobs in these fields could be brought out The voung men could thus better envisage how a company
March 1954
INDUSTRIAL AND ENGINEERING CHEMISTRY
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Roger Adams, 1954 Perkin Medalist, whose acceptance address is presented here, has spent most of his professional career at the University of Illinois. He received his Ph.D. in 1912 from Harvard University, joined Illinois’ chemistry department in 1916, and has been head of that department since 1926. Either Adams or one of his former students is an authority in almost every branch of organic chemistry. He personally has conducted fundamental studies on the arrangement of atoms within molecules, on local anesthetics, bactericides, and platinum catalysts. During World War 11, Adams served as a member of the National Defense Research Committee and was largely responsible for mobilization of America’s chemical research for the armed forces. After the war he was scientific advisor to the American occupation government in Germany and, in 1948, received the Medal of Merit from the U. S. Government and was appointed honorary commander of the civil division of The Most Excellent Order of the British Empire. Adams was president of the American Chemical Society in 1935, chairman of the Board of the ACS from 1944 to 1949, and president of the American Association for the Advancement of Science in 1950. In 1946, Adams was awarded the Priestley Medal, given by the ACS for “distinguished services to chemistry,” and the Royal Society of London conferred upon him the Davy Medal. To this list of honors have been added the A. W. Hofmann Medal of the German Chemical Society (1950), the Ninth Midwest Award (1953), the Perkin Medal Award in January of this year, and a new title, “America’s most bemedaled chemist.”
functions. Listening to such lectures should not be compulsory, but the more ambitious chemists would gladly broaden tlieir knowledge. A company at present selects technical men for transfer from research to one or another of its various units in a rather haphazard way. With some formal instruction, industry could perhaps locate, a t a much earlier age, men who might prefer and be better fitted for another field of specialization in which their scientific background would be desirable or essential. Professors Who Are Also Industry Consultants Can Create a Successful liaison
Let me now say a word about professors. Their standard of living, unless some outside income is available to them, is not as high as that of the green Ph.D. just leaving the university for industry. To be sure, the teaching program of most professors is completed in less than 9 months, but it is expected that the professors will devote the remaining 3 months to research or other scholarly pursuits.. They must do so to be successful. Of the 80 men who took the Ph.D. degree last year in the Department of Chemistry and Chemical Engineering a t the University of Illinois, 54 entered industry. The lowest salary received by any man in the group was higher than that of any assistant professor in the department with one exception. Some of the best Ph.D.’s received a beginning salary as high as that of the top associate professor. Since the professors usually have growing families, their lot is not merely a question of foregoing luxuries; they are obliged to limit the quality of food they eat, the clothes they wear, and the education they give their children. If I tell you further that the average salaries of the different staff levels a t the University of Illinois are second highest among those a t state institutions and are not lower than eighth among some 700 private and public academic institutions in the United States, the general financial status of the professor can be realized more satisfactorily. The present living-standard of the professor is perhaps 40% of what it was 30 years ago, judged by the purchasing power of the take-home pay from his university salary in the two periods. If, when the professor retires, he cannot or does not wish to work and has no income other than his retirement allowance, his last years will be i~ mere existence. These remarks are not intended as a solicitation of sympathy
for the professor. He does not ask it. As long as he has the students to train and chemicals and apparatus for the work in which he is interested, he is satisfied. Professors are a happy group. I believe that the universities will continue to attract some of the best scientists in spite of the slim financial prospects. Many of the best men will be lost to industry, but there will still be exceedingly capable young Ph.D.’s who will welcome a university position where the proper opportunity in teaching and research is available. The small liberal arts colleges, however, of which there are many hundreds scattered throughout the country, face a much gloomier future. The salaries for the staff members are low, the professors have little opportunity to earn something extra, and funds are often not available to maintain properly their libraries or teaching laboratories. Such colleges are now faced with the impossibility of finding competent teachers. Unless help comes to these colleges from some source, their standards and quality of teaching are bound to suffer, and one of the best training grounds for our youth will disappear or drift into mediocrity. Some of the most successful chemists have had their undergraduate training in these liberal arts colleges. Thirty years ago the leaders in our university chemistry departments considered it a pollution of science for an academic man to have industrial contacts or to undertake research that smacked of the applied. Before they passed away, most of them not only changed their minds but many of them actually held consulting positions with industry. Today it is highly advantageous for a chemistry professor to have one or more industrial contacts, provided he does not obligate himself to the extent that it interferes with his academic program. The professor should not accept a consulting assignment that requires work in the university laboratory on a specific problem, if the solution will be of benefit to a particular concern. So often this type of problem does not offer the most effective way to train the student in research. But more importantly such a problem diverts part of the time of the professor from his primary function of achieving research results of fundamental interest and thus limits his reputation in the university world as well as his value as a consultant. The advantages of an industrial contact to the professor are numerous. There are those on the instructional staff in a university who have a distorted and sometimes prejudiced view of
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vvhat a commercial laboratory is like. Activity as a consultant will dissipate this, and the professor mill broaden his viewpoint and appreciate better the character and significance of investigations in industry. H e becomes acquainted first-hand with current industrial problems and is thus in a bet’ter position to blend into his lectures the basic chemistry most desirable for the student. He can describe to the student hoTv an industrial laboratory operates and can be of more help to the iudustrial personnel representat,ive by indicating to rvhat type of position the qualifications of a particular student are most suited. He learns new techniques and much new chemistry which not’ infrequent,ly may contribute t,o the solution of his academic problenis. H e sometimes encounters fundamental problems which the industry does riot care to undertake and which are of sufficient general importance to be investigated at the university. The fact that his wider linowledge and esperience can be of help to bench chemis?s and technical executives in industry is a lift and stimulus to the professcn. A few days away from his normal routine, occasionally, is helpful to any person and decidedly so to a professor. Sometimes he can combine a consulting trip n-ith a wientifc meeting, whereas he could not afford to go if he had to pay d l of his expenses. Finally and of no minor importance is the additional compensation to supplement his university salary. What can t,he professor contribute to industry? K h a t he cannot do should perhaps be mentioned first. He cannot be expected t80contribute novel ideas for new products which \+-illbecome of industrial significance. The professor’s knoivledge in the general field in which he is consulting is broader with respect to the old and current, literature than that of most industrial men v d h whom he will discuss chemistry and who usually become experts in narrow fields. Consequent’ly he can often present a fresh and different point of view to the problem under discussion and bring to bear on the problem certain fundamental data that have not been considered previously. He may through questions stiniulate the chemist’s thoughts into additional channels. A new approach may be suggested. Such discussions may frequently lead to the acceleration of a problem or of equal importance to its discontinuance at, an earlier date than otherwise might have occurred. The industrial inan can get an impartial opinion as to why a new problem under consideration should or should not be undertaken. An illustration of t,he type of help Lhat a consultant may give is referred to in an article on Orlon which appeared in Fortune some time ago. I quote: “Orlon’s process development came like pulling teeth. Orlon couldn’t be melt-spun like nylon, and there was no practical solvent to dissolve the hard, intract,able ivory-white polymer of acrylonitrile to net-spin it like viscose or dry-spin it like acetate.
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A suggestion from one of riiyon’s university consultants act in motion a search through the chemical department,’s past, esperimental work which turner1 up a family of solvents that gave good fiberlike qualities, but they were some of those rare chemicals for rvhich a ITliole process had to be Irorked out.” But I believe the consultant contributes more than just teclinical Iinowledge. His presence convinces the industrial chemist t,hat the company has a real interest, in science per se. I-lc is usually a stimulus t o the men in the laboratory. d teacherstudent relationship often exists between consultant and chemist and provides a means for discussion of personal problems whether they be private or profesiional. Cheniists will often mentior to the consultant minor or more serious complaints about the laboratory or its management xhen he would not do so to his official superior. Consultants can lieep the higher level executives informed of any lowering of morale so that it may prompilj- he corrected. An opinion by consultants of the qualifications o l its employees map a t times be sought. Executives may acquirc: in-. formation of scientific trends in this country and abroad. Indust,ry, particularly in the last decade, has contributed much to the universities. The fellomhips and grants-in-aid have bren increasing steadily and have permitted the training of many more chemists than otherwise would have been pos5iblc. The purchase of necessary equipment has often come from funds supplied by industry n-hen t,he budget of the departnient has not been adcquate. The universit,ies are highly appreciative of these valued donations. I n fact they are almost esscntial to the operation ol a first-class department. More recently some companies have provided summer positions for younger senior st aff members. These not only help them financially but reveal t o them t’he operation of an industrial laboratory. The pleasant relationship vhieh exists between competitive concerns in the chemical industr ems from the mutual respect and personal friendship of the executives of such organizations. Universities and industry are not c*ompetitive. The duty and one of the primary responsibilities of t h c universities is to train chemists for industry. If the trained chemists from thc universities should not be able to find jobs, it, vcould not be long before the number of students in chemistry would dwindle to a trickle and scientific research, which in this country stems in large measure from the efforts of graduate student.?, uould likewise diminish rapidly in volume. Industry, on the orhcr hand, has the universities as its only source of scientific personnel. The universities and industry are mutually interdependent. If the trend toward closer friendship betv,-een university professors and technical executives in industry continues a3 it has in the past 15 years, bot,h universities and industry will beneiit, and an cstablished future for pure and applied chemistry in the United States may confidently be predicted.
Architects’ Drawing of Proposed Chemistry and Chemical Engineering Building at University of Illinois East Wing Containing Chemical Engineering, Biochemistry, and Biochemical Engineering Facilities Is Complete
