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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
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