EDITORIAL
Research Funds and Independence The universities have some hard problems in freedom and responsibility
T
he National Science Foundation, 15 years after its founding, has some very good credits in its book. It has had a hand in bringing great stimulation to scientific research in the U.S. Yet we are still, fortunately, without a federal body trying to administer a general policy for science. Dr. Donald F. Hornig, Special Assistant to the President for Science and Technology, has commented in the past that there is not likely ever to be a general policy for science. In this issue (page 62 ) he offers some thoughtful comments on the matter of federal support and its influence on science and scientists, especially in their training. Federal support has indeed given scientists in the university independence and freedom unequalled in the past. These are important to the progress of science. But their coming on with a great rush can get things out of balance, as new patterns will form. There are important basic principles that must have their proper place in the new patterns. With the greater freedom and independence there is a continuing need for responsibility to future scientists and science as a part of the society that is in the making. One of the basic principles of the sound university lies in the idea that where there is to be good teaching there must be good research, and if good research is to continue in the future, there must be good teaching now. The problems of keeping such a system in balance are not likely all to be solved by the National Science Foundation or any other granting agency. While those agencies certainly aid greatly in making possible
research which has been partially starved in the past, the universities must bear the responsibility for their part in shaping the future. However, powerful influence can be exerted through the conditions of granting, and thereby either limited special interests or the natural desire to control can bring unfortunate effects. Another hard area is that of practicality. There is growing recognition that the universities are producing scientists a large percentage of whom declare themselves interested only in "pure" scientific research. For several years in the past there has been a decline in engineering enrollment. Yet if public support of scientific research is to flourish, it must produce benefits to the common good. This brings another element into the structure of a successful research-teaching system: the recognition that to make a sounder society, intellectual products have to be applied. Respect for that idea belongs in the responsible university. A very considerable amount of looking at what has been done, right and wrong, is going on. Decisions are being made from week to week that will have an effect on the shape of science in our society. It is hoped that the conditions and designs of federal grant programs will be evaluated as carefully and as objectively as scientists would analyze experimental conditions for their effects.
JULY
5, 1965
C&EN
7
