xperience of the last two years is going to accelerate
greatly the movement which had already started of turning to the
academic world for the man who can do things and do them with other
people. Entirely apart from the contrasts in income, the sheer fun of
executive work, with plenty of money to spend on what you want to get
done, is a pretty strong temptation for a man with a heavy teaching
schedule and an annual department appropriation of say $75. Both the
regular army officers who have made conspicuously good, and the scholars
of the cooperative type who have made conspicuously good, are being
actively bidden for by bankers and manufacturers and all sorts of
people. Neither profession can compete on the purely financial side with
these tempters and, in order to hold their first-rate men, they will
each have to make some greater contribution in the things that money
alone can't buy.

Both in the nation and in our republics of letters and science, we must
learn to distinguish more clearly between the power that comes with
knowledge, and the ability to talk about things. It was very interesting
to watch in Washington the gradual substitution of the man with the
latter quality by the man with the former in positions of
responsibility, and I am going to confess that, in the early days, some
of the conferences which it was my privilege or my duty to attend,
reminded me for all the world of certain faculty meetings, in which
gentlemen without definite knowledge of the matter in hand were
discussing at considerable length what they were pleased to call
principles, but which were really off-hand impressions.

I think that in their service to the university and to the nation, the
scholars may well profit by the demonstration that it was not only the
man who knew his subject, but the man who knew how to deal with his
fellow men, who was likely to make his impression. Isn't there such a
thing as academic provincialism, even within the walls of a man's own
university, certainly as between institution and institution, which can
be remedied by the encouragement of these social and cooperative sides
of the scholar's character? It seems to me that we all should face a
fundamental extension in the definition of a scholar, away from the
individual, the selfish, out to the social and constructive.

In our educational institutions scholarship has three functions: To
broaden the field of existing knowledge, and the war has shown us th