The recent decision of Richard Greenberg to devote a major share of his intellectual effort to teaching (The Scientist, June 12, 1989, page 15) was encouraging for those of us interested in science education. I applaud Greenberg's commitment to foster the education of high school science teachers. High-quality science education at the pre-college level is essential to increase general science literacy in our nation, as well as to increase the number of professional scientists essential for our country's continued economic competitiveness.

Let us hope Greenberg's decision represents the beginning of a trend to recognize that research at our colleges and universities has distorted many of the educational priorities of those institutions. For most of this century, the federal government has invested heavily in the research programs of our academic organizations. That investment has produced a profound wealth of fundamental knowledge of our natural word and a cornucopia of utilitarian...

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