There are probably few members of the learned professions who do not feel the urge to contribute, if they can, to the existing store of knowledge regarding their chosen field, or, more ambitious still, to advance yet further that body of thought constituting the fundamental principles by which it is sought to interpret the data dealt with, to trace relationships between cause and effect, to distinguish the essential from the non-essential, to evaluate action by results—in a word, to give philosophic coherence to what would otherwise be disconnected and unrelated thinking.

In the case of many, this urge is supplemented by a positive obligation. Those holding academic positions calling for the direction of students engaged in advanced or postgraduate work, and those at the head of institutions of research, not only have the desire themselves to engage in work of original research, but are under the responsibility of encouraging, if not compelling, work of a like character by others.