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Much of the early engineering development of digital computers was done in universities. A few years ago, the view was commonly expressed that universities had played their part in computer design, and that the matter could now safely be left to industry. [...] Apart from the obvious functions of keeping in the public domain material that might otherwise be hidden, universities can make a special contribution by reason of their freedom from commercial considerations, including freedom from the need to follow the fashion.
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Sect. 1: Pioneering Days

 

Maurice Wilkes

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Being a lover of freedom, when the revolution came in Germany, I looked to the universities to defend it, knowing that they had always boasted of their devotion to the cause of truth; but, no, the universities immediately were silenced. Then I looked to the great editors of the newspapers whose flaming editorials in days gone by had proclaimed their love of freedom; but they, like the universities, were silenced in a few short weeks. Then I looked to individual writers who, as literary guides of Germany, had written much and often concerning the place of freedom in modern life; but they, too, were mute.

 

Albert Einstein

 

The only generally agreed upon definition of mathematics is "Mathematics is what mathematician's do." [...]
In the face of this difficulty [of defining "computer science"] many people, including myself at times, feel that we should ignore the discussion and get on with doing it. But as George Forsythe points out so well in a recent article*, it does matter what people in Washington D.C. think computer science is. According to him, they tend to feel that it is a part of applied mathematics and therefore turn to the mathematicians for advice in the granting of funds. And it is not greatly different elsewhere; in both industry and the universities you can often still see traces of where computing first started, whether in electrical engineering, physics, mathematics, or even business. Evidently the picture which people have of a subject can significantly affect its subsequent development. Therefore, although we cannot hope to settle the question definitively, we need frequently to examine and to air our views on what our subject is and should become.

 

Richard Hamming

 

We are living in 1937, and our universities, I suggest, are not half-way out of the fifteenth century. We have made hardly any changes in our conception of university organization, education, graduation, for a century - for several centuries. The three or four years' course of lectures, the bachelor who knows some, the master who knows most, the doctor who knows all, are ideas that have come down unimpaired from the Middle Ages. Nowadays no one should end his learning while he lives and these university degrees are preposterous. It is true that we have multiplied universities greatly in the past hundred years, but we seem to have multiplied them altogether too much upon the old pattern. . [A] new university is just another imitation of all the old universities that have ever been. Educationally we are still for all practical purposes in the coach and horse and galley stage.

 

H. G. (Herbert George) Wells

 

They [universities] may be said to resemble antiquated coquettes of the last age, who think everything ridiculous and intolerable but what was in fashion when they were young, and yet are standing proofs of the progress of taste and the vanity of human pretensions. Our universities are, in a great measure, become cisterns to hold, not conduits to disperse knowledge. ... they can only be of service as a check-weight on the too hasty and rapid career of innovation. ... The unavoidable aim of all corporate bodies of learning is not to grow wise, or teach others wisdom, but to prevent any one else from being or seeming wiser than themselves.

 

William Hazlitt

 

Universities are an example of organizations dominated wholly by intellectuals; yet, outside pure science, they have not been an optimal milieu for the unfolding of creative talents. In neither art, music, literature, technology and social theory, nor planning have the Universities figured as originators or as seedbeds of new talents and energies.

 

Eric Hoffer