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 THE FUNCTION OF EDUCATIONAL INSTITUTIONS 
 IN DEVELOPMENT OF RESEARCH 
 
 by 
 
 JOHN C. MERRIAM 
 
 <M

 
 THE FUNCTION OF 
 EDUCATIONAL INSTITUTIONS IN 
 DEVELOPMENT OF RESEARCH 
 
 BY 
 
 JOHN C. MERRIAM
 
 f£m< /Pfc 
 
 THE FUNCTION OF 
 EDUCATIONAL INSTITUTIONS IN 
 DEVELOPMENT OF RESEARCH 
 
 BY 
 
 JOHN C. MERRIAM 
 
 [Reprint from The University of California Chronicle, Vol. XXII, No. 2, April, 1920]
 
 o: 
 
 THE FUNCTION OF EDUCATIONAL INSTITUTIONS 
 IN DEVELOPMENT OF RESEARCH 
 
 John C. Merriam 
 
 In this day of application of science in every department 
 of human interest, we naturally find investigative work 
 conducted by a great variety of institutions. The relating 
 of research to this wide range of activities is now recog- 
 nized as essential. It is also considered important that in 
 all types of constructive work there be a certain similarity 
 in method of approach, but recent studies have raised 
 a question concerning possible duplication of effort, and 
 therefore of inefficiency in our organization of science and 
 research. 
 
 The following note has been written with the aim to 
 define the special functions characterizing research of 
 educational institutions in contrast with those of other 
 organized effort directed toward the advance of knowledge. 
 For the purposes of this discussion it has been necessary 
 to consider a tentative classification of fundamental types 
 of research agencies. Fuller recognition of the specific 
 objects in these several fields of endeavor, it is believed, 
 may lead to larger efficiency and better scientific organiza- 
 tion of the country as a whole. 
 
 Without assuming to present a complete or exact classi- 
 fication, we may divide our greater research efforts into five 
 groups: (1) research of practical application in engineer- 
 ing laboratories; (2) governmental bureaus and labora- 
 tories; (3) research foundations; (4) museums and allied 
 institutions; (5) educational institutions. To these five a 
 
 2165UI
 
 complete statemenl would add several of Lesser magnitude, 
 among which a very potent force is found in effort of 
 individuals working privately, as has been done to the great 
 advantage of science by many pioneers in investigation. 
 In order to make clear the posith E educational institu- 
 tions with relation to the other four kinds of research 
 agencies, it is necessary to give an approximate definition 
 of each type. 
 
 (1) The expression of research referred to as "practical 
 application in engineering laboratories" includes use of 
 science in development of economic interests in the great 
 variety of ways in which investigation contributes to the 
 good of mankind. The words "engineer" and "science" 
 are here used in the widest sense, covering the appliers 
 of knowledge secured by investigation. The operations 
 of this group might be illustrated by the constructor of 
 railways, the builder of aeroplanes, or the dentist. The 
 work of the engineer in all of the fields in which he operates 
 may unfortunately be carried on by rule of thumb applica- 
 tion without consideration of the special merits of each 
 case. The true engineer we all recognize as one who views 
 each problem as a new subject for special study. In a large 
 measure his judgment must be based upon previous experi- 
 ence with similar studies, but his greatest success comes 
 through realization of the fact that each bridge to be built, 
 whether it be intended to cross a river or only to reach 
 from one tooth to another, presents a special problem not 
 identical with any previously considered case; and that 
 failure to see the individual peculiarities may mean inabil- 
 ity to make full use of the principles which are his instru- 
 ments. The successful engineer is continuously engaged 
 in the application of research methods. 
 
 In a still larger sense does the engineer concern himself 
 with research problems by consideration of questions which 
 are not merely specific applications, but involve principles 
 which must be better understood before he is able to pro- 
 ceed. The dentist recognizes that knowledge of microscopic
 
 structure of the tooth is of fundamental importance in his 
 treatment of tissues if this work is to have value in a degree 
 of permanence measured in years or tens of years. The 
 railroad builder realizes that not all rock foundations give 
 real stability to a railway bed, and that an understanding 
 of the material through which he cuts may determine the 
 ultimate value of his constructive work. These investiga- 
 tions in engineering inquiry we often designate as research 
 in applied science. They differ from those in so-called pure 
 science only in the fact that the research of the engineer is 
 specifically directed, and by nature of the inquiry is rather 
 narrowly limited ; whereas the real solution of the problem 
 may lie in a rather remote field. The railway builder may 
 find the answer to his engineering questions in special 
 phases of chemistry or petrography which were not included 
 in the curriculum of his training course. 
 
 Even with the limitations which are set in investigations 
 designed to meet specific needs in restricted fields of applied 
 science, we must recognize that the everyday operations 
 of great laboratories conducted by far-seeing corporations 
 are developing some of the most significant advances in 
 fundamental science of today. The student of pure science 
 must always keep in close contact with these special 
 researches, both to be helpful and to receive from the 
 engineer the great wealth of data which should be incorpo- 
 rated into the organized body of fundamental science. 
 
 (2) Government institutions, as exemplified by the fed- 
 eral bureaus and laboratories of the United States, repre- 
 sent a field which is in some respects intermediate between 
 that of engineers who apply and that of the special students 
 of pure science concerned only with the principles of their 
 subject. The laboratories of government departments exist 
 for the special purpose of contributing for the benefit of 
 the community. It is necessary that they serve as sources 
 of information for practical applications and for interpre- 
 tation of the principles of science to the great group of 
 enquiring engineers throughout the country.
 
 6 
 
 Consideration of scientific problems relating to specific 
 community needs Leads ili«' government bureau to under- 
 take Ear-reaching and fundamental investigations in the 
 broadesl fields of applied Bcience. Such researches, by 
 reason of the wride range of interests covered, may extend 
 farther than the studies of the engineer or the corporation. 
 As institutions which stand for a continuing people, the 
 government bureaus should be able to undertake inquiries 
 from which results mighl first become available to later gen- 
 erations. It is unfortunate thai budget requirements and 
 responsibilities of political parties tend to limit us in hand- 
 ling of projects which should be continued for long periods 
 or with large funds, for the expenditure of which immediate 
 returns may not be visible. It is presumably true that all 
 science has its application in one form or another, but 
 exceptional vision is required in organization of govern- 
 ment work to make it clear that every phase of each investi- 
 gation undertaken represents efficient application of science 
 for real needs. By reason of its practical limitations the 
 government organization may lose opportunity for con- 
 sideration of certain critical problems, the settlement of 
 which would ultimately be of great advantage to the state. 
 
 (3) Research foundations, with ample resources, free- 
 dom of choice in selection of objectives, and with trained 
 men of vision directing their researches, have given oppor- 
 tunity not otherwise available for exhaustive investigation 
 of fundamental problems and groups of problems without 
 regard to the time required in the study, and without 
 reference to immediacy of pressure for application. These 
 institutions have in some measure covered the fields for 
 basic investigation which the corporation engineer 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 everyday life, rank among the 
 greatest achievements of American science.
 
 (4) The great museums of America have been strong- 
 holds 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 cir- 
 cumstances governing their origin. The museums have also 
 served a most important purpose as educators in natural 
 history, supplementing 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 contributed a large share of the material upon which 
 the advance of American natural history has been based. 
 
 The work of these institutions is in general character- 
 ized by their peculiarly close relation to the public welfare, 
 both in effective educational work and in the support of 
 fundamental investigations for the sake of their human 
 interest. They fill a most important place in the scheme 
 of our research development. 
 
 (5) The educational institutions of America, as repre- 
 sented 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 differ- 
 ing from those of the engineer's laboratory or the govern- 
 ment 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 applica- 
 tion is considered. These activities have been financed in 
 some part by the universities, and in part from the pockets 
 of the professors. Considerable support has also come from
 
 8 
 
 business interests, from government institutions, and from 
 research foundations. 
 
 The university or college includes ('(instructive work as 
 a necessary part of its regular programme for at least four 
 reasons, which niay be stated as follows ■ 
 
 (a) Investigation is an indispensable means of keeping 
 the faculty in a position to present the most fundamental 
 and most advanced knowledge through its teaching. 
 
 (&) Training in creative or constructive work is one 
 of the most important phases of teaching and can be carried 
 out successfully only through actual experience of the 
 student. 
 
 (c) The state will naturally depend upon the institution 
 of higher learning as an exceptionally organized group of 
 constructive experts prepared to consider urgent questions 
 requiring investigation. 
 
 (d) As a body representing a wide range of closely 
 interlocking subjects having continuous relation to research 
 in one form or another, the university affords unusual 
 opportunity for correlation of knowledge on questions in 
 new fields of thought. 
 
 In considering the first reason (a) we must realize that, 
 even if the universities be assumed to exist only for teach- 
 ing, tiny are expected to present the most advanced 
 thought, and we cannot keep them in a position of leader- 
 ship in understanding and in training without a faculty 
 continuously setting forth the best in thought and experi- 
 ence in every subject. This condition can be maintained 
 either by continuous research on the part of the faculty 
 or by continuous renewing of the membership of the faculty. 
 Continuous replacement of individuals is impossible, as 
 the institution is a great and complex instrument in which 
 the parts can be kept in proper adjustment only through 
 long contact. It therefore becomes necessary for the faculty 
 to keep its position by continuous growth of its members. 
 If this process is merely imitative, the teacher is not an 
 authority. The only way in which he can be assured of
 
 9 
 
 growth is by working in his specialty. This constructive 
 operation involves intimate knowledge of the fundamentals 
 of his subject and definition of the limits and relationships 
 of his chosen field of study. 
 
 More than this, the function of teaching in an educa- 
 tional institution does not concern alone the retailing of 
 facts already assembled : it must include that kind of under- 
 standing of the subject which will prepare the student for 
 his task as a leader in the future. To become such a leader 
 the student must look beyond our present knowledge and 
 experience with the expectation of accomplishing things 
 which have never before been done. No good instructor can 
 avoid recognizing this need of his students. No teacher 
 who sees this requirement can fail to make a serious effort 
 to determine the direction of advance in constructive use 
 of his subject, if for nothing more than to point out to 
 students the trend of the path and the preparation neces- 
 sary for those by whom it will be extended to new fields of 
 usefulness. It is hardly possible for the instructor to obtain 
 a clear view of future development in his subject without 
 intimate personal relation to the most advanced work in 
 progress. 
 
 From the point of view of the student, training in 
 constructive work or in development of creative imagina- 
 tion, suggested in point (&), must be considered of im- 
 portance at least equal to the securing of information or 
 the disciplining of the mind to habits of work. As in 
 no other type of mental attitude, this involves the acquir- 
 ing of a distinct love of the work and understanding of 
 its purpose. It is not conceivable that the university 
 will neglect this extraordinarily important aspect of the 
 student's preparation for future activity or that it will 
 expect him to proceed without guidance. If this particu- 
 lar phase of educational activity is not to be eliminated, it 
 places upon the instructor the requirement that he stand 
 before the student as an unmistakable representative of 
 creative work, and as illustrating in his personal attainment
 
 10 
 
 the end or purpose of his effort. Evidence of any other 
 attitude <>n the part of the instructor will make useless 
 whatever attempt he may make to serve as a leader or 
 adviser in the field of constructive study. 
 
 The third contribution of value (c) furnished by re- 
 search related to education concerns the immediate use 
 of the results of this study by the community. While 
 the university is naturally assumed to be primarily an 
 educational institution, it has been made clear that without 
 continuing research it can neither provide adequate instruc- 
 tion nor maintain its leadership in the educational work 
 required. Constructive problems in all departments of 
 investigation must be continuously the subject of successful 
 handling, and the results of this work will be products of 
 the first importance to the community. It is natural that 
 to such an institution the whole people will look for the 
 appearance of new ideas of broadest significance and of 
 practical value. It is to be expected that the state will 
 depend upon the university for information and will expect 
 it to furnish the necessary knowledge and the constructive 
 ability required in meeting new situations that make neces- 
 sary the building of new plans of thought for community 
 use. The contributions made by research in these institu- 
 tions will generally tend to concern fundamental subjects 
 and to group themselves on the more indefinite areas along 
 the borders of knowledge, but it is frequently these broader 
 principles which offer the largest opportunity for real 
 addition to the sum of immediately useful information. 
 
 The fourth reason (d) for including research as a part 
 of the necessary programme of an institution of higher 
 learning involves one of the distinguishing characteristics 
 of the university. By reason of the extraordinary scope 
 of interests represented in such a body, one might expect 
 the unusual opportunity for contacts of investigators in 
 related fields to produce new combinations of formulae, and 
 through these the opening of new fields of discovery. No 
 other organization presents the same wide range of sub-
 
 11 
 
 jects represented by leaders of thought who are normally 
 investigators. To these conditions the university adds an 
 unusual freedom of opportunity for choice of materials or 
 combination of materials to be used in investigations, as 
 also the stimulating influence of a continuous 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 univer- 
 sities is clearly not accidental but relates to the generic 
 characters of these institutions. 
 
 To the university 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 because, 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 administration without ref- 
 erence to research, and it is assumed that the construc- 
 tive 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
 
 12 
 
 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. Potential leaders 
 in the faculty will either find support of their greatest con- 
 tributions to knowledge outside the institution, or failing 
 in this they will burn out like a lamp producing feeble light 
 by burning a wick to which no oil is fed. 
 
 The university, then, takes its place with other groups 
 of research agencies of the couniry as an institution caring 
 for the initial training of nearly all investigators, and 
 particularly given to wide range of investigations among 
 a great variety of fundamental subjects. Its activities in 
 (•(instructive work will often run parallel with those of 
 other kinds of organizations, but breadth of interest, wide 
 range of contact, unusual freedom of relationship, and 
 spontaneity will alwaj'S be among its characteristics. 
 
 216591
 
 UNIVERSITY OF CALIFORNIA AT LOS ANGELES 
 
 THE UNIVERSITY LIBRARY 
 This book is DUE on the last date stamped below 
 
 
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