IN TRAINING for public administration responsibility for instruction falls heavily upon social scientists, especially those in economics and politics. As it has been suggested, social scientists, concerned with public affairs, are in a difficult position. A teacher must keep abreast of developments in his broad field. That is no easy task today, since the discerning scholar sees the ramifications of his subject and finds himself led continually to collateral studies that he might once have thought remote. The cumulative effect and the accelerating pace of research also complicate the problem of keeping up to date. At the same time one must go forward with intensive studies in an attempt to contribute to knowledge.
These traditional responsibilities are only part of the problem. For a decade or more events have been a shower of meteors crashing into academic fields and demanding attention. Where the humanist or the laboratory scientist finds in the daily press and the journals an escape from his work, the social scientist finds not escape, but simply more data related to acute social problems. There is literally no escape from his job for the conscientious scholar in the social studies today; it is with him all day, and he is a lucky man who does not find himself awake at night, considering not the stars and the handiwork of the Lord, but the Earth and what seem to be the miserable mistakes of men. In addition, the scholar has increasing demands upon his time for civic and public services; some he should accept, others he must accept, and not a few he is too unskillful to avoid. Mention of the mythical ivory tower, once a reproach, now arouses not animosity but amusement and regret in the mind of an academician.
A university is no better than its faculty, and most faculties are aware of their weakness, just as most scholars are conscious of their deficiencies. The success of training for public administration depends directly upon the strength of the faculty, particularly in the social sciences. The vitality, the activity, the reality of social science instruction and of research generally gauge the quality of the training. Hence, all elements