Early in the 20th century, the content of education at an American college had evolved from a classically based curriculum to one combining the sciences, empirical studies and modern liberal arts. Universities responded to the need for the application of science - particularly chemistry and physics - to the manufacture of steel, rubber, chemicals, drugs, petroleum and other goods requiring the newer production technologies.
Communities looked to their institutions of higher learning for leadership in scientific knowledge and for training of professionals such as teachers and engineers. The scale and scope of higher education in America was being shaped by the recognition that research - the creation of knowledge - complemented teaching and training - the diffusion of knowledge.