to show the young that they can influence the course of events through participation in our institutional processes. Students and recent graduates are indeed finding that our institutions offer extensive outlets for implementing their ideals. For every confrontationalist there are scores of students who join the Peace Corps and Vista and who engage part-time in a wide variety of educational projects to help the disadvantaged. The opportunities for rewarding action will grow, I believe.

As serious students find increasingly that there are serious ways they can make serious contributions to the solution of serious problems, the hyperbolic activitist will give way to the constructive commitment from which progress flows. In the universities we are seeing the establishing of new channels of communication between students, faculty and administrators.

The current turmoil may turn out to have some benefits which in the daily life of a harassed dean are, to understate the matter, obscure. Perhaps we are learning from students some new ways of improving and enriching the university experience.

I cannot resist the temptation to comment on what seems to me to be a paradox in some of the apparent attitudes of activist young people. For whatever reason, we frequently perceive an anti-science posture in today's politically active students; and one sometimes receives the impression that the virulence of the affliction rises with the degree of activism. This is curious. Consider the extent to which our young people for the most part are products of science their years of good nutrition, their protection against disease with modern drugs, their freedom from the youthful drudgery that was the lot of every previous generation, the gift of time for extended educational experience, the institutional material resources available, the very content of knowledge and preceptions that permeate the body of modern intellectual thought. Yet many young people have managed to escape understanding what a powerful tool science is for improving man's well-being.

My purpose is other than to ask the young to exude gratitude for the blessings of science. If I read the signs correctly, the anti-science posture derives from the obvious fact that new knowledge can be misused. If the analysis is limited to this perception, as it often is nowadays, the analyst deprives himself of considerable power. One might as well-or even more appropriately-be hostile to a baby as to science, for surely there is nothing potentially more dangerous. The baby, after all, can grow up to be heroically evil and destructive, since he is the potential instrument for the perversion of knowledge. We approach the baby rationallywe study him and his development and try to influence his maturation.

Science is not a baby, of course, but I believe there is some value in the analogy. We have good reason to study science. One lesson to learn is that it is man, not science, who misuses knowledge. Identification of the right target seems to me to be very important in making improvements in the achievement of a peaceful world. Another important lesson is that the study and understanding of science-its processes, potentials and power-would appear to be essential for young people who wish to influence the world in the direction of their ideals. Do they know that we are on the verge of revolutions of greater magnitude than any in the past-revolutions more powerful than a few of the young hope to achieve in the streets? Do they comprehend the implications of the deciphering of the genetic code for the hereditary characteristics of human beings of the future? Do they understand that we stand in the shadow of an era of unlimited nuclear energy generation and of a capacity to realize the dreams of generations of idealists the material well-being for the people of the earth? Does the activist idealist know that he can achieve his ideals only through science and technology? Nor is the value of science limited to the material. No less important in the equipment of an effective modern idealist is an understanding of the unique philosophical, aesthetic, and moral values of science. In an age of science, can a set of values be relevant that excludes science? For those who seek and would act upon the basic truths, can the magnificent truths being revealed by science be ignored? Can the young idealist fashion our future without a mastery, not of the details, but of the philosophical and moral implications of science that so powerfully affect the human future?

The acquisition of the skills and knowledge the young idealists will need to influence the future, and to be philosophically attuned to the modern world cannot be gained easily. It takes very hard intellectual effort. It would require for many a redistribution of energy and work. But the results would be, I believe, rewarding both to the individual and to society.

I would like to close with a few words on what I believe the future role of the universities can be. I believe the universities can occupy an increasingly central role in society. To some extent the universities have been serving the needs of an industrial society which has been only partly and indirectly of their making. In the future I see the possibility of our universities, especially our leading graduate schools, substantially shaping the goals of society. Not that the world will be ruled by a handful of professors. Rather, I believe, society will find merit in the ideas and values generated in the universities. And thus universities will shape the educational experience from their earliest years through the full lifetime a broad experience equipping the individual for maximum intellectual achievement and a capacity to live with man, machines, leisure and change. As Robert Theobold suggests, education in the age of the Cybernetic Revolution would not be directed toward "earning a living" but toward "total living." In the achievement of such ambitious goals, we look to the graduate schools for leadership.

I have talked to you this evening from the perspective of one who has had some participating experience in the area of graduate education and research, as a university administrator who had to deal with this area during a time of changing government-university relationships, and finally as a government official who has had much to do with the support of university research and graduate education. I hope that I have succeeded in synthesizing from this experience a point of view that will be useful to you.