Science After the War 325
can graduates all have such a degree already, this degree is
not very satisfactory to them. It is to be hoped that some
way of removing this serious objection to Cambridge, Eng-
land, as a university for American graduates will be found
promptly. The same difficulty also existed very recently at
Oxford. Most American graduate students who go to
Europe intend to become university teachers, and it is im-
portant for them to obtain a satisfactory degree. The
degree is not the main object of graduate study, but it is
nevertheless desirable for American graduate students to go
where they can get a suitable one. The diversion of Ameri-
can graduate students from Germany to the countries of the
Allies is going to have an important effect on the progress
of scientific research and education after the war. This
effect will, I believe, be good not only for science but also
for the students as men, and for America and the Allied
countries. A German university never was a very good
place to send a young man to.
English universities will welcome American graduate
students, and both parties will benefit by it. A Western
farmer once caught a moose, and to make a few dollars put
it in a tent with a notice up: “Admission, five cents, to see
the moose. Family tickets, ten cents.” A man came along
with his wife and about fifteen children and asked for a
family ticket. “Is all this crowd your family?” said the
farmer. “Yes,” said the man. “Well, then, you come right
in free; it’s just as important for my moose to see your
family as it is for your family to see my moose,” said the
farmer. I hope the English universities will let in the big
family of American graduate students in the same way.
Let us consider “Science after the War” in Texas and at
the Rice Institute. So far science in Texas has been almost
entirely applied science. As the State develops, we may